PHONOGRAPHY 


FOR  SCHOOLS  AND  COLLEGES 


A  COURSE  OF  LESSONS  IN 


THE  BENN  PITMAN  SYSTEM 


PARKE  SCHOCH,  A.  M. 

Director,  Department  of  Commerce  and  Finance 
Drexel  Institute,  Philadelphia 


THIRD   EI>ITION 


PUBLISHED  BY  THE  AUTHOR 


Copyright,    1900,   by 

PARKE  SCHOCH, 

Philadelphia. 


AVIL  1'Bi.MiMi  COMPAHY, 
Composition  and  Electrotjping. 


CONTENTS. 

PAGE. 

Preface    ....        5 

Introductory  Remarks 7 

PART  I. 

Consonant  Alphabet.     Part  I 9 

Consonant  Alphabet.     Part  II 12 

Consonant  Alphabet.     Part  III 15 

Long  Vowels.     The  Heavy  Dots 18 

Position  for  Single  Consonant  Words 19 

Long  Vowels.     The  Heavy  Dashes 21 

Position  for  One  Syllable,  Two  Consonant  Words    .  22 

Rules  for  L,  Ar  and  Ray.     Part  I 22 

Word-Signs 24 

Short  Vowels.     The  Light  Dots 26 

Position  for  Words  of  Two  or  More  Syllables  ...  26 

Rules  for  /,,  Ar  and  Ray,     Part  II 27 

Short  Vowels.      The  Light  Dashes 29 

Diphthongs 32 

The  Principle  of  Phrasing 35 

The   Circle   S  or  Z  at   the   Beginning  and  End  of 

Words 38 

The  Circle  S  or  Z  Between  Two  Consonants  ....  41 

The  Circle  Sez 44 

(3) 


4  Contents. 

PAGE. 

The  Loops  Steh  and  Ster. 46 

The  Semicircle  and  Hook  W,  and  the  Semicircle  Y    49 

The  Aspirate  H 53 

The  Double  Consonants  Tzv,  £>zv,  Kw,   Gw  ....      53 

The  L  Hook 56 

The  R  Hook 61 

The  Iss  Circle  Before  the  L  and  R  Hooks  ...        .65 

TheA^Hook      68 

The  .For  V  Hook 73 

The  Hook  Shun   or  Zhun 76 

The  Circles  and  Loops   following   N,   F  or   V,   and 

Shun 80 

The  Halving  Principle  Applied  to  Unhooked  Strokes    84 
The  Halving  Principle  Applied  to  Hooked  Strokes  .      91 

The  Doubling  Principle 95 

The  Prefixes 99 

The  Affixes    .... 103 

Punctuation  Marks,  and  Figures 107 

PART  II. 

Enumeration  of  Advanced  Principles 109 

Compounds  and  Derivatives      in 

Irregular  and  Contrasted  Words  ...        113 

Distinguished  Words 115 

Contracted  Phrases  and  Words 117-128 


PREFACE. 

The  lessons  in  this  book  are  based  upon  the  ninth 
edition  of  Isaac  Pitman  Phonography,  published  in  Eng- 
land in  1852,  and  familiarly  known  in  the  United  States 
to-day  as  Ben-n  Pitman  Shorthand.  But,  unlike  the 
standard  works  of  either  of  the  foregoing  authors,  this 
book  makes  no  reference  whatever  to  the  science  of  pho- 
netics, a  wholly  superfluous  feature  of  a  shorthand  text- 
book designed,  as  this  is,  to  fit  the  student  directly  and 
immediately  for  the  practical  application  of  phonography 
to  commercial  and  professional  needs.  This  is  not  a  new 
system,  but  rather  a  standard  system  in  new  clothes, 
adapted  to  new  methods. 

The  plan  of  the  book  follows  faithfully  the  now  gen- 
erally accepted  method  of  instruction  known  as  the 
"Reporting  Style,"  as  distinguished  from  the  "Corre- 
sponding Style,"  so  universally  adopted  by  authors  and 
teachers  up  to  within  a  decade  ago.  This  more  recent 
plan  involves  the  presentation  of  the  principles  and  the 
arrangement  of  the  exercises  in  such  a  manner  that  not 
a  single  word  shall  be  introduced  until  the  principle  has 
been  stated  which  provides  for  the  writing  of  that  word 
in  the  briefest  form  used  by  the  practitioner.  With  a 
view  to  a  complete  adherence  to  this  plan,  the  principle 
of  position  writing  is  coupled  with  the  first  vowel  lesson" 
but  stated  in  such  simple  form  and  evolved  so  gradually 
and  naturally  throughout  the  series  of  vowel  lessons,  as 

(5) 


6  Preface, 

not  to  detract  from  the  importance  of  the  vowels  them- 
selves. Thus,  the  student  unlearns  nothing  during  his 
course,  a  feature  of  the  book  that  will  at  once  appeal  to 
all  teachers  and  writers  who  are  familiar  with  the  reverse 
conditions,  so  common  where  the  "  Corresponding  Style  " 
still  prevails. 

Part  II  of  the  book  presents  all  those  principles  of 
abbreviation  that  are  distinct  from,  and  in  advance  of, 
the  principles  which  form  the  broad  basis  of  shorthand 
writing.  Here  are  gathered  in  proper  groups  that  large 
class  of  common  words  whose  shorthand  outlines  are 
either  abbreviations  or  modifications  of  those  which 
would  be  secured  by  the  application  of  some  one  or  more 
of  the  standard  principles  presented  in  Part  I.  These 
lists  give  completeness  to  the  student's  vocabulary  of  con- 
tracted and  irregular  forms.  Beyond  this,  no  dictionary 
is  needed;  all  other  words  should  be  written  in  full,  in 
accordance  with  general  rules. 

These  lessons  are  the  outgrowth  of  twelve  continuous 
years  in  the  class-room,  eight  of  which  have  been  spent 
in  the  institution  with  which  the  author  is  now  connected, 
where  ideal  conditions  exist  for  the  attainment  of  best 
results  in  shorthand  teaching.  This  book  is  a  revised 
and  enlarged  edition  of  one  published  by  the  author  in 
1896  and  successfully  used  since  then  in  many  schools  and 
colleges  throughout  the  country. 


INTRODUCTORY    REMARKS. 

Phonography  is  a  system  of  shorthand  writing  whereby 
the  sounds  of  any  language — and,  for  our  purpose,  the 
English  language — are  represented  by  distinctive  char- 
acters. Broadly,  therefore,  it  may  be  called  a  system  of 
sound  writing.  This  art  is  better  known  to-day  by  the 
name  stenography,  or  by  the  generic  word  shorthand. 

The  distinguishing  characteristic  of  phonography, 
or  shorthand  writing,  as  compared  with  the  ordinary 
method  of  writing,  by  contrast  called  longhand,  is  that 
the  former  is  based  upon  an  alphabet  of  distinct  and  un- 
varying sounds,  the  latter  upon  an  alphabet  of  letters, 
some  of  which  vary  in  sound,  and  a  few  of  which  dupli- 
cate in  sound  other  letters  in  the  alphabet.  In  phonog- 
raphy all  silent  letters  are  omitted  ;  thus,  bake  is  spelled 
bak  ;  toe,  to  ;  sigh,  si.  Sound  writing  would  spell  cage, 
kaj ;  beau,  bo  ;  phrase,  fraz.  The  student  must,  there- 
fore, train  himself  to  catch  and  give  expression  to  the 
sounds  of  words,  and  discard  entirely  spelling  by  letter. 
'The  materials  to  be  used  in  shorthand  writing  are 
ruled  paper  and  a  pen  or  pencil.  A  fine  point  steel  or 
gold  pen  should  be  selected,  and  a  pencil  of  medium 
hardness. 

(7) 


PHONOGRAPHY 


PART  I. 

CHAPTER  I. 

CONSONANT  ALPHABET. 
PART  I. 

Letter      Sign        Pronounced  As  in 

P  pee  Pay>  h°P 

boat,  rob 


B            \ 

bee 

T            i 

tee 

D            1 

dee 

OH          / 

cha; 

J           / 

jay 

dip,  bid 

chay          chip,  pitch 
Joe,  edge 

K"  kay  ^ing,  ^ome, 

C?         _  gay  ^o,  mg 

R         X"    (up)    ray  ^te 

JH"         cr      fttp)    hay  hope 

(9) 


TO  Pitman  Phonography. 

1.  The  first  six  consonant  signs  are  struck  downward, 
k  and  gay  from  left  to  right,  and  ray  and  hay  upward,  as 
indicated.     These   directions   are   invariable  ;    under   no 
conditions  may  the  signs  be  struck  in  the  opposite  direc- 
tion.    The  difference  betwen  chay  and  ray  is  one  of  slant, 
chay  sloping  thirty  degrees  from  the  vertical,   and    ray 
sixty  degrees. 

2.  The  student   must  not  think  of   proceeding  a  step 
further  until   these   ten  characters  are   thoroughly  mas- 
tered.    They   can   be   learned   in   the    shortest   time  by 
writing  each  sign  singly  at  least  twenty-five  times,  repeat- 
ing this  exercise,  if  necessary,  until  the  desired  result  is 
secured. 

3.  When  two  or  more  consonants  are  joined  together, 
they  must  be  written  without  raising  the  pen,  the  second 
stroke  beginning  where  the  first  ends,  the  third  where 
the  second  ends,  and  so  on.   (Line  i,  Reading  Exercise.) 

4.  When  a  horizontal  stroke  begins  a  combination  and 
is  followed  by  a  descending  one,  the  horizontal  sign   is 
written  above  the  line,  so  as  to  permit  the  descending  one 
to  rest  on  the  line.    When  a  horizontal  stroke  is  followed 
by  an  ascending  one,  the  horizontal  sign  is  placed  on  the 
line  so  as  to  permit  the  ascending  one  to  rest  on  the  line 
when  the  combination  is  complete.     (Line  2.) 

5.  In  combinations  of  two  downward  strokes,  the  first 
rests  upon  the  line,  the  second  goes  below  it.      (Line  3.) 

6.  When  horizontal  strokes  are  joined,  they  rest  upon 
the  line.      (Line  4.) 


Consonants. 


II 


READING  EXERCISE. 


h  -f     -/ 


7.  In  the  Writing  Exercise  below,  each  group  of  two, 
three,  or  four  signs,  as  indicated  by  the  hyphen,  must  be 
formed  in  accordance  with  the  rules  as  stated  in  ^ff  3,  4,  5, 
and  6. 

WRITING  EXERCISE. 

!•  T-gay,    p-gay,     p-p,    p-b,    gay-t, ••chay-j,    ray-ch^y. 

2.  ray-gay,  hay-t,   chay-ray,  p-d,  d-c.hay,  j-p,   b-p,  d-i. 

3-  gay-t-pi     p-d-gay,     b-k-chay,     t-ray-chay,    t-p-gaj'. 

4.  k-hay-d,  k-p-ray,  gay-b-chay,  j-p-ray,k-j-b,hay-t-ray. 

5.  hay-ray-t,     t-ray-p,     ray-chay-gay,     hay-k-t,     d-k-b. 

6.  b-p-ray,      t-chay-ray,     t-p-d,     b-d-k-gay,     t-t-ray-p. 

7.  d-ray-b-k,     ray-t-chay-k,     k-t-b-ray,     p-k-d-ray. 


12  Pitman  Phonography. 

CHAPTER  II. 

CONSONANT  ALPHABET. 
PART  II. 

Letter      Sign    Pronounced  As  in 

F  ef  /an,  mu^ 

,  \ 

V  V_          vee  z>ane,  knaz/e 

TH  \  ith  Mink,  lath 

TH  \  thee  thy,  lathe 

S  )  ess  sip,  fuss 

^> 

zee  .zeal,  buzz 

ish  sAe,  fish 

ZH         J  zhee  vision,  azure 

8.  It  will  be  observed  that/"  and  v  correspond  in  direc- 
tion to  the  straight  signs  p  and  b  ;  ith,  the,  s  and  z  to  t 
and  d ;  and  ish  and  zhe  to  chay  and/.     These  eight  signs 
are  all  struck  downward.     What  was  said  in  \  2,  relating 
to  the  best  method    of  mastering   the  straight   letters, 
applies  with  equal  force  here. 

9.  In  certain  rare  groupings,  to  secure  a  better  combi- 
nation,   ish   may  be  written   upward.      When   standing 


Consonants.  \  3 

alone,  however,  it  is  always  written  downward.     (Line  2, 
Reading  Exercise. ) 

10.  When   two   curves   are   joined,  an  angle   must  be 
formed  between  them,  except  in  such  pairs  as  ith-s  and 
the-2,  where  the  second  curve  is  a  continuation  of  the  first 
in  the  opposite  direction.     (Lines  i  and  3. ) 

11.  Between  a   straight  and  a  curved    consonant,   an 
angle  is  likewise  necessary,  except  in  such  pairs  as  t-f, 
t-ish,f-k,  etc.     (Line  4.) 

READING  EXERCISE. 


-  ........  4  ......  *—  .......  y-  - 


-M  .......  V--~t  .....  -t  ..... 


a.- 


t 


12.  Ish  will  be  struck  downward  whenever  it  occurs 
in  the  Writing  Exercise  following  : 


14  Pitman  Phonography. 

WRITING  EXERCISE. 

1.  v-f,  ish-v,  ith-z,  z-f,  v-s,  zhe-ish,  ith-f,  z-s,  ish-z,  ith-t. 

2.  f-gay,  d-f,  ish-gay,  ray-zhe,  hay-v,  gay-ish,  ish-ray. 

3.  v-chay,   d-ith,  the-t,  p-v,  zhe-ray,   ith-ray,  hay-ish. 

4.  ith-v,  s-k,  v-gay,  z-ray,  j-v,,ish-b,  p-zhe,  p-ish,  ish-f. 

5.  d-v-t,  gay-v-t,  ray-ish-k,  f-ray-j,  Ush-ray-f,  hay-f-ith. 

6.  k-v-ish,    ith-ray-z,    z-ray-f,    hay-s-t,    d-ray-v,   s-k-k. 

7.  chay-ray-the,  k-ish-s,  v-d-k,  s-gay-b,  f-ray-d,  k-f-d. 


Consonants.  15 


CHAPTER    III. 

CONSONANT  ALPHABET. 
PART  III. 

Letter       Sign          Pronounced  As  in 


L 

(       (up)     el 

/cap, 

Y 

f                    yay 

yet 

R 

^ 

far 

W 

i                  way 

wave 

3f  /^~x  em  way,  aim 

MP  ^  emP 

j^g  emb  camp,  emoer 

N  ^-—  '  en  wote,  tow 


NG          ^_x  ing 

13.  In  the  above  list  of  consonants,  /  corresponds  in 
direction  to  the  straight  letters  ray  and  hay  ;  yay  to  the 
straight  stroke/  ;  arand  way  \.Q  p  and  b  ;  and  w,  £;///>  or 
emb,  n  and  /;/.§-  to  k  and  £vy. 

14.  As  indicated  above,  /  when  standing  alone  is  always 
written  upward.     In  combination  with  other  consonants, 
it  may  also  be  written  downward.     Thus,  like  ish,  it  may 


i6 


Pitman  Phonography. 


be  struck  in  either  direction  when  joined  to  another  letter. 
Rules  for  the  use  of  /  will  appear  later.  (Line  I,  Reading 
Exercise.) 

15.  Here,  again,  certain  combinations  of  curves,  also 
straight  and  curved  letters,  such  as  m-n,  n-m,p-n,  l-k,  etc., 
are  made  without  an  angle  being  formed  between  the 
strokes.  (Line  2. ) 

READING   EXERCISE. 


^c....^:.--i---^^--y C-, 


16.  Wherever  /  appears  in  the  following  exercise,  it 
must  be  written  upward. 

WRITING  EXERCISE. 

1.  1-ing,  ar-1,  way-m,  ar-emb,   n-ing,   m-emp,   1-way. 

2.  m-ar,  1-1,  v-m,  the-emp,  s-n,  z-ing,  n-v,  n-s,  f-yay. 


Consonants.  17 

3.  f-ing,  m-ith,  emp-1,  f-ar,  s-emb,  z-m,  m-n,  iug-m. 

4.  yay-1,  ish-ing,  1-the,  n-b,  1-chay,  chay-ra,  n-j,  ish-1. 

5.  ing-k,  ray-ing,   hay-1,  t-1,  emb-ray,   m-chay,  p-ing. 

6.  t-ar,  k-erab,  n-gay,  b-m,  t-ing,  way-k,  p-yay,  ar-ray. 

7.  chay-emp,  hay-way,  chay-1,  way-ray,  p-m,  d-1,  v-p. 

8.  1-f-t,  f-l-j,m-k-n,  way-gay-ing,  hay-t-l,s-t-m,k-zhe-ar. 

9.  yay-k-m,   v-n-ing,  gay-l-t,   m-ray-d,    n-f-m,   m-u-f. 

10.  n-v-ni,    1-ith-emp,   ar-in-f,   v-l-m,    m-zhe-ar,    s-l-m. 

11.  v-k-b  1,  n-tm-ray,  k-1-p-ray,  1-z-n-n,  p-k-l-b,  n-s-t-t. 


1 8  Pitman  Phonography. 

CHAPTER   IV. 

LONG  VOWELS.     THE  HEAVY  DOTS. 

17.  The  long  vowels  are  six  in  number,  three  of  which 
are  presented  in  this  lesson.     The  first  three  long  vowel 
sounds  are: 

E    as  in  ^at 

A    as  in  ate 

AH  as  in  alms 

18.  These  sounds  are  represented  by  a  heavy  dot,  placed 
respectively  at  the  beginning,  middle,  and  end  of  any  con- 
sonant; thus, 

E  A  ATI 

19.  The  vertical  stroke  used  in  the  above  illustration, 
while  it  corresponds  to  the  letter  /,  is  intended  to  repre- 
sent any  consonant  stroke.     The  dots  are  written  close 
to,  but  must  not  touch,  the  stroke. 

20.  The  vowel  e,  written  at  the  beginning-  of  the  stroke, 
iscalled  a  first-place  vowel;  a  at  the  middle,  a  second-place 
vowel;  ah  at  the  end,  a  third-place  vowel.      It  will  be 
observed,  therefore,  that  vowel  place  is  reckoned  from  the 
beginning,  not  from  the  top,  of  a  stroke.      On  an  up 
stroke,  such  as  /,  the  vowels  would  appear  thus: 

.r  r  (L 

E  A  AS 


Long  Vowels.  19 

21.  A  vowel  placed  to  the  left  of  an  upright  or  slanting 
stroke,  or  above  a  horizontal  stroke,  is  read  before  it;  when 
placed  to  the  right  of  the  former,  or  below  the  latter,  it 
is  read  after  it;  thus, 

eat  ache  pay  key 

POSITION  FOR  SINGLE  CONSONANT  WORDS. 

22.  When  the  vowel  in  a  word  is  a.  first-place  vowel,  the 
consonant,  if  upright  or  slanting,  is  written  half  the  length 
of  a  1  above  the  line;  if  horizontal,  the  consonant  is  written 
a  full  length  of  a  t  above  the  line.    Note  examples  below. 
Such  words  are  said  to  be  written  in  the  first  position. 

\           .r  —        ^ 

bee  eel  eke  me 

23.  When  the  vowel  in  a  word  is  a  second-place  vowel, 
the  consonant,  whether  upright  or  slanting,  or  horizontal, 
rests  on  the  line,  as  in  the  examples  below.     Such  words 
are  said  to  be  written  in  the  second  position. 


age  hay  aim  gay 

24.  When  the  vowel  in  a  word  is  a  third-place  vowel, 
the  consonant,  if  upright  or  slanting,  is  written  half  way 
through  the  line;  if  horizontal,  the  consonant  is  written 
immediately  below  the  line,  as  in  the  examples  following. 
Such  words  are  said  to  be  written  in  the  third  position. 


pa 


2o  Pitman  Phonography. 

25.  In  the  Writing  Exercise  following,  each  word  must 
be  written  in  its  proper  position  with  reference  to  the 
line,  in  accordance  with  \\  22,  23,  and  24. 

WRITING  EXERCISE. 

1.  Tea,  fee,  knee,  pea,  ease,  may,  ace,  bay,  ale,  aid,  lay. 

2.  Say,  day,  Eve,  way,  neigh,  she,  ape,  each,  see,  yea,  Lee. 

3.  Nay,  eat,  ate,  ache,  fay,  jay,  they,  fa,  la,  shah. 


Long  Vowels.  21 


CHAPTER  V. 

LONG  VOWELS.     THE  HEAVY  DASHES. 

26.  The  remaining  three  long  vowel  sounds  are: 

AW  as  in  aw\ 
O  as  in  <?de 
OO  as  in  ooze 

27.  These  sounds  are  indicated  by  a  heavy  dash,  and 
are  treated  in  precisely  the  same  manner  as  the  heavy 
dot  vowels  in   the   preceding  lesson.      The  dashes  are 
struck  at  right  angles  to  the  consonant,  but,  again,  must 
not  touch  it;  thus, 

L          '\  J_ 

A  \V  O  OO 

RULES  FOR  PLACING  VOWELS   BETWEEN  TWO 
CONSONANTS. 

28.  FIRST-PLACE  vowels  are  written  after  the  first  con- 
sonant.    (Line  i,  Reading  Exercise.) 

29.  SECOND    and    THIRD-PLACE    vowels    are    written 
before  the  second  consonant.     (Lines  2  and  6. ) 


22  Pitman  Phonography. 

POSITION  FOR  ONE  SYLLABLE,  TWO 
CONSONANT   WORDS. 

30.  The  first  consonant,  if  a  vertical  or  slanting  one,  is 
written  in  the  position  of   the  vowel  sound.     (Lines  I 
and  4.) 

31.  If  the  first  consonant  is  a  horizontal  one,  followed 
by  a  downward  or  upward  stroke,  the  horizontal  letter 
must  be  written  so  as  to  permit  the  downward  or  upward 
stroke  to  rest  in  the  position  of  the  vowel  sound.     ( Lines 
2  and  5.)     In  other  words,   in   such   combinations,  the 
vertical  or  slanting  stroke  must  conform  to  the  position 
of  the  vowel  sound,  and  is,  therefore,  the  controlling  one 
in  the  word. 

RULES  FOR  THE  USE  OF/:,  ARWDRAY. 

PART  I. 
INITIAL  L  AND  R. 

32.  Upward  I  is  used  in  all  words  beginning  with  the 
sound  of  /.     (Line  3. ) 

33.  Ray  is  used  in  all  words  beginning  with  the  sound 
of  r,  except  when  followed  by  in  or  etnp,  when  ar  is  pre- 
ferred.    (Line  4.) 

FINAL  L  AND  R. 

34.  Upward  /  is  used  after  all  consonants,  except  ray, 
f,  v,  and  «,when  downward  /  is  preferred.   (Lines  5  and  6.) 

35.  Ar  is  used  after  all  consonants,  except  ray,  hay,  m, 
and  etnp,  when  ray  is  preferred.     (Lines  7  and  8.) 


Long  Vowels. 
READING  EXERCISE. 


_.s,._. \ 


36.  The  student  must  see  to  it  that  every  word  in  the 
following  exercise  conforms  to  the  foregoing  rules,  both 
as  to  position  and  the  use  of  /,  ar  and  ray.  The  conso- 
nant form,  or  outline,  as  it  is  called,  must  be  completed 
before  the  pen  is  raised  to  insert  the  vowel. 

WRITING  EXERCISE. 

1.  Tall,   daub,  balk,   peak,  sheep,  wreath,  sheaf,  Paul. 

2.  Poke,  coke,  pope,  shake,  goat,  game,  vogue,  paid. 

3.  Coop,  boom,  palm,  doom,  food,  balm,  tomb,  tooth. 

4.  League,  loom,  lake,  loam,  laud;   rage,  rogue,  rood. 


24  Pitman  Phonography. 


5.  Rake,  ream;  ball,  deal,  pail,  meal,  kneel,  fail,  veal. 

6.  Gale,  jail,   toll,   shawl,   shoal,   zeal;  tar,   czar,  pair. 

7.  Bore,  jeer,  fair,  shore,  lore,  rare,  mare,  tier,  far,  poor. 

8.  Name,   comb,   theme,  shame,   bathe,   beech,   meek. 

9.  Maim,  coal,  cape,  joke,  booth,  peep,  babe,  bake,  folk. 

10.  Fame,   heap,    nome,    loath,  shade,  foal,   beet,   leaf. 

11.  Loop,   robe,   page,   keep,    lave,  boat,    choke,    boot. 

12.  Beak,  reach,  chore,  loaf,  toad,  heat,  cheek,  cheap. 

WORD-SIGNS. 

37.  Many  words  occur  so  frequently  in  ordinary  speech 
that  it  is  neither  desirable  nor  necessary  to  give  them 
complete  expression,  but,  instead,  some  part  of  the  short- 
hand form  may  be  selected  to  represent  the  whole.     This 
partial   representation  may  be  in  the  nature  of  either  a 
consonant  or  vowel   sign.     The   abbreviated    form   thus 
employed  is  called  a  word-sign  or  logogram.     In  addi- 
tion to  the  word-signs  embraced  within  the  above  state- 
ment, we  likewise  include  under  this  heading  all  single 
consonant  words  which,  unvocalized,  are  written  out  of 
their  natural  position. 

38.  The  ten  signs  below,  as  will  be  noted,  are  but  the 
vowel  expression  of  the  words  for  which  they  stand.  The 
heavy  dash  signs,  for  convenience,  are  called  ticks,  and 
each  is  given  the  name  of  the  consonant  whose  direction 
it  takes.     Thus,  all  and  too  or  two  are  b-ticks;   already, 
before  and  owe  or  oh,  d-ticks;  and  ought  and  n>  horn,  j -ticks. 


L ... v___ 

the  a, an  a°jt  all  too, two 


2  

J 

already 

before 

oh,  owe 

ought 

who-m 

Long    VOID  els.  25 

* 
39.  These    word-signs    must   be   mastered    and    then 

applied  in  writing  the  Sentence  Exercise  which  follows. 
All  other  words  in  this  and  subsequent  sentence  exercises 
must  be  written  in  full,  except  those  in  italics,  which  are 
to  be  written  in  the  position  of  the  vowel  sound,  but  with 
the  vowel  sign  omitted. 

SENTENCE    EXERCISE. 

I.  Joe  bought  a  sheep.  2.  Eat  all  the  meal.  3.  They 
may  see  the  mail.  4.  They  all  know  the  way.  5.  Paul 
may  feed  the  two  sheep.  6.  They  all  came  before  tea. 
7.  Maine  bought  a  wreath,  too.  8.  Oh,  see,  she  may 
fall.  9.  Jake  already  saw  the  poor  show.  10.  Lee  may 
take  the  boat  too  far.  n.  May  saiv  the  thief  take  all  the 
rope.  12.  They  who  pay  me  all  they  owe  me  may  see  the 
ball  game. 


26  Pitman  Phonography. 

* 

CHAPTER   VI. 

SHORT  VOWELS.     THE  LIGHT- DOTS. 

40.  Like  the  long  vowels,  the  short  vowels  are  six  in 
number,  three  of  which  are  treated  in  this  lesson.     The 
first  three  short  vowel  sounds  are: 

I  as  in  z't 
E  as  in  <?dge 
A  as  in  at 

41.  These  sounds  are  represented  by  a  light  dot,  placed, 
again,  respectively  at  the  beginning,  middle,  and  end  of  a 
consonant,  being  designated  first-place,  second-place,  and 
third-place  light  dot  vowels;  thus, 


I  E  A 

42.  The  rules  for  writing  these  short  sounds  are  the 
same  as  those  which  govern  the  long  vowels.     (Lines  i 
and  2. ) 

POSITION  FOR  WORDS  OF  TWO  OR  MORE 
SYLLABLES 

43.  The  first  consonant,  if  a  vertical  or  slanting  one,  is 
written  in  the  position  of  the  vowel  in  the  accented  syl- 
lable.    (Line  3.) 

44.  If  the  first  consonant  is  a  horizontal  one,  followed 
by  a  downward  or  upward  stroke,  the  horizontal  letter 
must  be  so  written  as  to  permit  the  downward  or  upward 
stroke  to  rest  in  the  position  of  the  vowel  in  the  accented 


Short   Vowels.  27 

g 

syllable.  (Line  4. )  In  other  words,  theory/  slanting  or 
upright  stroke  controls  the  position  of  a  word,  and  the 
stroke's  position  is  determined  by  the  accented  vowel 
sound. 

RULES  FOR  THE  USE  OF  L,  AR  AND  RA  Y. 

PART  II. 
INITIAL  L  AND  R  PRECEDED  BY  A  VOWEL  SOUND. 

45.  When  /  beginning  an  outline  is  preceded  by  a  vowel 
sound  and  followed  by  a  horizontal  stroke,  use  the  down- 
ward /;  when  followed  by  a  down  stroke,  use  the  upward  /. 
(Line  5. ) 

46.  When  r  beginning  an  outline  is  preceded  by  a  vowel 
sound,  use  ar,  except  when  followed  by  the  down  strokes 
/,  d,  chay,  j,  f,  v,  ith,  the,  s  or  z;  and  the  horizontals  n 
and  ing,  when  ray  is  employed.    Ar  is  also  used  when  it 
is  the  only  consonant  in  a  word  and   is  preceded  by  a 
vowel  sound.     (Line  6.) 

FINAL  L  AND  R  FOLLOWED  BY  A  VOWEL  SOUND. 

47.  When  /  ending  an  outline  is  followed  by  a  vowel 
sound,  use  the  upward  /  without  exception.     (Line  7. ) 

48.  When  r  ending  an  outline  is  followed  by  a  vowel 
sound,  use  ray  without  exception.     (Line  8.) 

MEDIAL  L  AND  R. 

49.  In  the  middle  of  an  outline,  that  is,  between  two 
other  consonants,  upward  /  and  ray  are  generally  em- 
ployed, the  only  exception  being  that  before  m  and  emp, 
as  heretofore,  ar  is  always  used.      (Line  9.) 

50.  Two  parallel  light  ticks  underneath  a  word,  as  in 
Line  5,  indicate  a  proper  name. 


28 


Pitman  Phonography. 
READING  EXERCISE. 


WRITING  EXERCISE. 

1.  Pitch,  rip,  ship,  nip,  big,  pith,  bill,  tip,  ditch,  fib. 

2.  Fell,  fed,  leg,  wretch,  dell,  keg,  gem,  deck,  jet,  debt. 

3.  Lamp,  batch,  Jack,  cap,  pad,  chap,  lap,  lash,  pap,  gap. 

4.  Mattie,  pit}',  shabby,   Adam,  chatty,   Emma,  lady. 

5.  Elbow,  Elsie,  elm,  ilk,  ear,  orb,  Arab,  army,  air,  earl. 

6.  Rally,   fellow,   delay,  chilly,  mellow,    Billy,  Nelly. 

7.  Parry,  Mary,  harrow,  berry,   Peary,    barrow,   vary. 

8.  Charity,  Erminie,  parch,  hearty,  mark,  farm,  charm. 


Short  Vowels. 


CHAPTER   VII. 

SHORT  VOWELS.     THE  LIGHT  DASHES. 

51.  The  three  remaining  short  vowel  sounds  are: 

O    as  in  odd 

U    as  in  up 

OO  as  in  took 

52.  These  sounds  are  indicated  by  a  light  dash,  being 
called  respectively  first-place,  second-place,  and  third-place 
light  dash  vowels;  thus, 

1  i  -i 

6  ij  oo 

53.  Here,  again,  the  rules  are  the  same  as  those  which 
have  prevailed  in  the  foregoing  vowel  exercises.     (Read- 
ing Exercise. ) 

READING   EXERCISE. 


-C 


-k- 


3... 


c\ 


3O  Pitman  Phonography. 

WRITING  EXERCISE. 
1    i.  Lock,  mock,  rob,  fog,  shock,  pod,  chop,  dock,  dot. 

2.  Rug,  fur,  tuck,   lump,  nudge,  dug,  dumb,  love,  jug. 

3.  Bush,  npok,  shook,  took,  hood,  botch,  numb,  pug. 

4.  Pop,  puck,  bog,  thumb,  dodge,  tongue,  Dutch,  junk. 
s.  Folly,  Lottie,  muddy,  lucky,  Polly,  body,  atom,  copy. 

6.  Motto,  money,  oddly,  olive,  volley,  mummy,  cooky. 

7.  Molly,  chubby,  porridge,  dummy,  Gotham,  polish. 

WORD-SIGNS. 

i  .....  A_J.__j_.  ^L^y^L..^ 

and     of      to    or     but       on      should     he,  him        hope,happy 

party 

»  .....  v....A.....J.  .....  L...L  ......  f. 

be,object     to  be        it      dollar      do     had,advertise      which 


much  advantage        large        are     wlU   whole  f°r      Tialf 

54.  The  light  dash  signs  are  again  called  ticks,  and 
each  is  given  the  name  of  the  consonant  whose  direction 
it  follows.  Thus,  of  and  to  are  p-ticks;  or  and  but,  t-ticks; 
on  and  should,  which  are  struck  up,  are  ray-ticks;  he  or 
him,  chay-tick,  because  it  is  struck  down.  The  other 
signs  are  described  as  follows:  Hope,  happy,  or  party,  p3; 
be  or  object,  b2;  to  be,  b3;  if,  t2;  dollar,  dl;  do,  d9;  had  or 
advertise,  d3,  etc.  The  small  figures  adjoining  the  letters 
indicate  the  position  of  the  word-sign,  /  signifying  first- 
position;  2,  second  -  position  ;  j,  third  -  position  .  This 
method  of  describing  the  word-signs  is  adhered  to 
throughout  the  book. 


Short  Vowels,  31 

SENTENCE   EXERCISE. 

i.  Who  took  the  book  ?  2.  The  dog  lay  on  the  rug. 
3.  Jack  may  feed  the  pig  all  the  chop.  4.  He  ought  to 
go  to  the  large  factory.  5.  To  whom  should  he  go  for  a 
lamp  ?  6.  Harriet  will  be  the  belle  of  the  party.  7.  Take 
the  copy  book  to  Mattie  or  Emma.  8.  The  wreck  of  the 
ship  lay  on  the  beach.  9.  He  should  lock  the  door  of  the 
academy.  10.  //"he  way  take  a  nag  and  a  buggy,  he  will 
go  to  the  show.  n.  They  all  hope  to  be  in  the  village 
on  the  day  of  the  party.  12.  The  object  should  be  to 
advertise  the  party  on  each  day  of  the  month.  13.  They 
owe  too  large  a  bill  already,  but  they  hope  to  pay  it  before 
long.  14.  He  will  borrow  half  the  money  which  they  keep 
in  the  bank.  15.  'Emma  and  Anna  are  happy,  for  they 
may  each  take  a  dollar  and  go  to  the  academy. 


32  Pitman  Phonography. 

CHAPTER   VIII. 

DIPHTHONGS. 

55.  The  diphthongs,  or  double  vowel  sounds,  are  four 
in  number,  as  follows: 

I  as  in  ice 
Of  as  in  oil 
OW  as  in  ow\ 

U     as  iu  use 

56.  These  sounds  are    represented    in   the    following 


/  OI  OW  U 

57.  The  diphthong  signs  are  either  first  or  third  place, 
there  being  no  second  place  sounds. 

58.  Whenever  the  combination  will  permit,  the  diph- 
thong  may  be  joined  to  the  consonant  to  which  it   is 
written.     When  joined  in  this  way,  u  may  open  in  any 
direction.     (Line  2,  Reading  Exercise.) 

5  9.  When  two  vowel  sounds  occur  between  two  conso- 
nants, the  first  one  sounded  is  written  after  the  first 
consonant,  and  the  second  before  the  second  consonant, 
without  regard  to  the  position  of  the  vowels.  (Lines.) 
This  rule  does  not  disturb  the  rules  for  the  writing  of  a 
single  vowel  between  two  consonants,  given  in  \\  28,  29. 

60.  When  two  vowel  sounds  occur  on  the  same  side  of 
a  consonant,  either  at  the  beginning  or  end  of  a  word, 


Diphthongs.  33 

write  that  one  nearer  the  consonant  which  sounds  next 
to  it.     (Line  5,  last  two  words. ) 

61.  When  a  diphthong  is  followed  by  an  unaccented 
vowel  sound,  the  triphthong  thus  produced  may  be  writ- 
ten as  shown  in  Line  6.  Thi>  unaccented  vowel  may 
always  be  called  e. 

READING  EXERCISE. 
^-  vf  \ 


WRITING  EXERCISE. 


1.  Rye,  tie,  vile,  mile,  Nile,  pipe,  type,  defy,  shy  .empire. 

2.  Roy,  joy,  toil,  foil,  coil,  annoy,  envoy,  enjoy,  voyage. 

3.  Vow,  row,  vouch,  pouch,  thou,  out,  gout,  rout,  owl. 

4.  Sue,  few,  pew,  cue,    use,   mule,  puma,  tube,  feud. 

5.  Rhyme,  file,  lime,  thigh,  diet,  China,  loyal,  royal. 

6.  Isaac,    fewer,  Jewish,    bower,    noisy,  endow,   duel. 

7.  Viola,  outlay,  bureau,  fur)',  outrage,  beauty,  assignee. 

8.  Purify,  occupy,  lifetime,  ramify,  revile,  recoil,  allure. 

3 


34  Pitman  Phonography. 

WORD-SIGNS 
!_v     _^_ 

I,eye     you      how      give-n         together      ago       ever          have 
2-^- -( (---       -(--  -4 1 

however  think      thank, thousand  them     though         WaS 

3          ^.  J.  __/  £.     -^  ^- 

wish        shall       issue          your       am  now  new 

SENTENCE   EXERCISE. 

i.  I  saw  the  coil  of  rope  on  your  bureau.  2.  Will  you 
vouch  for  each  item  in  the  bill  ?  3.  Give  them  an  hour  to 
enjoy  the  view.  4.  In  view  of  all  I  have  given  you,  you 
annoy  me  too  much.  5.  I  will  give  you  my  new  bureau 
for  your  couch.  6.  The  noisy  boy  took  the  advantage  of 
us.  7.  Do  you  think  the  assignee  will  defy  the  duke? 

8.  Shall    I   occupy  the    lounge    for   an    hour  or   two  ? 

9.  The  Jewish  king  should  ever  be  loyal  to  the  empire. 

10.  How  do  you  think  the  boy  will  enjoy  the  voyage  ? 

11.  The  two  together  will  hitch  the  mule  to  the  coach  and 
go  a  mile.     12.  He  took  a  voyage  on  the  Nile  a  long  time 
ago.     13.  It  will,  however,  be  to  your  advantage  to  have 
•HIV  view  of  the  outrage.     14.  I  wish  to  thank  you  now 
for  the  joy  you  have  given  me.     15.  It  was  my  idea  to 
have  you  advertise  in  each  issue  of  the  daily. 


Phrasing,  35 

CHAPTER    IX. 

THE  PRINCIPLE  OF  PHRASING. 

62.  By  phrasing  is  meant  the  joining  together  of  two  or 
more  words  without  raising  the  pen,  thereby  securing 
greater  facility  in  writing.  Phrasing  is  confined  chiefly 
to  word-signs,  and  can  be  employed  with  them  only  when 
the  characters  join  easily.  Words  mus*  riot  be  joined 
which  are  iof  o,. ••"•—»  \  &, uiuinaucally. 

£5.  As  a  rule,  the  first  word  of  a  phrase  must  be  put  iu 
its  proper  position,  each  succeeding  word  following  in 
its  natural  direction.  In  a  few  instances,  to  prevent 
confusion,  it  is  necessary  to  see  to  it  that  both  the  first 
and  second  words  of  a  phrase  are  in  position.  (Line  I, 
Reading  Exercise.) 

64.  /  may  be  indicated  at  the  beginning  or  middle  of  a 
phrase  by  writing  only  half  of  the  diphthong  sign,  using 
the  downward  half  before  horizontal  and  up  strokes,  and 
the  upward  half  before  down  strokes.     (Line  2.) 

65.  The  at  the  middle  or  end  of  phrases  is  expressed  by 
a  tick  struck  in  the  direction  of  chay  or  ray,  sometimes/. 
It  should  be  struck    in  the  direction  which   forms   the 
sharpest    angle  with    the    consonant  which   it   follows. 
(Line  3.) 

66.  A   or  An  at  the  middle  or  end  of  phrases  is  ex- 
pressed by  a  tick  made,  in  the  direction  of  k.     Unless  the 
k-tick  makes  a  good  angle  with  the  preceding  stroke,  a  or 
an  should  not  be  phrased.     (Line  4.) 

67.  And  may  be  indicated  at  the  beginning  or  middle 
of  phrases  by  a  k-tick.     And  does  not  control  the  position 
of  the  phrase  which  it  introduces,  but  conforms  to  the 


36  Pitman  Phonography. 

position  of  the  following  word.     And-the  and  and-a  are 
phrased  as  shown  in  Line  5,  last  two  phrases. 

68.  He,  like  and,  should  accommodate  itself  to  the  fol- 
lowing word,  when  necessary. 

69.  In  the  Reading   Exercise  of  this  and  succeeding 
lessons,  the  lines  are  inserted  for  only  first  and  third-place 
words.     When  the   lines  are  absent,  the  words  will  be 
regarded  as  being  in  st  c.ond-place. 


EXERCISE. 
1 /. -v. */    

f  /"     \  -I 

ad_TZl. ± -->-_     I         V 

3  _~J±L      ^        W         )          t 

4  )     ^_±T: -^ ^—        \- 

5  V        1      .....7-.       /~ 

6. 

70.   In  this  and  succeeding  lessons,   phrase  all   words 
connected  by  a  hyphen. 

WRITING  EXERCISE. 

1.  I-may,    I-do,    I-will-have,    I-think-5o,     I-tliink-tJiey. 

2.  //"-the,   see-the,  &now-llie,  but-the,   all-the,  on-the. 

3.  Be-a,  saw-a,  do-a,  or-a;  and-for,  and-tfiey,  you-and-I. 

4.  Vou-may,    you-will,     do-you,     have-you,     see-you. 


-(;-       ^N       <         /^.-^- 


Phrasing.  37 

5.  Will-you,  \o\\-may-know;    he-may-go,  to-do,  i.o-go. 

6.  For-theni,     z«-them,    if-they,    it-may,     7/^you-will. 

7.  /«-which-ze/«y,    I-will-do,    to-the,   on-theni,    &-Co.* 

WORD-SIGNS 

.X 

common  come,          r>    -"inpuny      mtual-ly        liearjiere,      her 

company  year 

^•v  - 

airuy       any      own      important-ce          improve-ment 

may-be 


youny          language 

SENTENCE    EXERCISE. 

i.  T.\vi!l  j»ccompany-you  to-the  ship.  2.  It-may-be-a 
year  or  two  before  they  come.  3.  You-should  improve 
your  language.  4.  It-will-be  to-your  advantage  to  hear 
her.  5.  Do-you  think  it  a  common  thing  to-have-them 
here  ?  -6.  \ou-may  take  away  at-any-time  the  book  you 
own.  7.  Why  do-you  give  the  bouquet  to-the  young  lady  ? 
8.  They  usually  qome  here  each  day  in-the  year.  9. 
I-shall-be  happy  \.o-go  any  day  you  wish.  10.  I-hope- 
you-will-be  ready  to  accompany  me  a^-the  usual  hour. 
n.  It-was-a  common  thing  to  hear  her  laugh  aloud.  12. 
Give  them  the  young  dog,  and-/^_y-will-be  happy.  13. 
I-hope-you-will  come  back  z;/-a  'day  or  two.  14.  I-wish 
to  thank-you  for-the  book.  15.  I-hope  you-and-I  may-be 
in-time  to  accompany  them  to-the  party. 

*  To  make  the  phrase  &  Co.,  and  in  this  instance  is  a  t  tick.     The 
word-sign  for  company  occurs  in  the  above  list. 


38  Pitman  Phonography. 


CHAPTER    X. 

THE  CIRCLE  S1  OR  Z  AT  THE  BEGINNING  AND 
END  OF      -QRDS. 

71.  A  small  circle,  called  iss,  represents  the  sound  of  s 
at  the  beginning,  and  the  sound  ot  c  or  z  at  the  end  of 
words.     It  is  written  on  the  right  siu_  of  ^own  strokes, 
on  the  upper  side  of  horizontal  and  up  strokes,  called  the 
circle  side,  and  on  the  inside  of  curves.     (Lines  i  and  2, 
Reading  Exercise.) 

72.  These  forms  should  be  pronounced  iss-p-iss,  iss-b- 
iss',  iss-i-iss,  iss-d-iss,  iss-chay-iss,  iss-j-iss,  etc.     The  iss 
circle  rarely  precedes  hay,  but  may  do  so  in  the  manner 
indicated. 

73.  A  consonant  with  a  circle  or  circles  is  -.  _*_.  'i^cu  in 
the  same  manner  as  a  simple  stroke,  the  circle  being  in- 
variably read  first  at  the  beginning,  and  last  at  the  end 
of  a  word.     Vowels  cannot  be  written   on  a  circle,  but 
must  be  placed  with  refereuce  to  the  stroke  as  heretofore. 
Therefore,  when  a  circle  introduces  an  outline,  it  is  the 
first  thing  to  be  read;  when  it  terminates  an  outline,  it 
is  the  last  thing  to  be  read.     (Lines  3,  4,  and  5.) 

74.  From  the  preceding  statement  we  must  infer,  there- 
fore, that  when  s  at  the  beginning  of  a  word  is  preceded 
by  a  vowel  sound,  or  s  at  the  end  of  a  word  fa  followed  by 
a  vowel  sound,  the  stroke  5  must  be  employed.     (Line  6. ) 

75.  Again,  when  5  at  the  beginning  of  a  word  '^followed 
by  two  vowel  sounds,  or  at  the  end  of  word  is  preceded  by 
two  vowel  sounds,  the  stroke  ^  must  be  used.      (Line  7.) 


\ 


»erttZ*n  39 

76.  Since  at  the  beginning  of  a  word  the  circle  repre- 
sents the  sound  of  s  only,  it  is  necessary  to  use  the  stroke 
z  in  words  introduced  by  the  sound  of  z.  (Line  8.) 


v  A 

1     \o      No 

sps   sbs  etc. 


READING   EXERCISE. 


77.  In  the  Writing  Exercise  following,  the  student  will 
use  the  iss  circle  in  all  words  in  Lines  I  to  7  inclusive. 
The  words  in  Lines  8  and  9  fall  under  fl1[  74,  75,  and  76. 

WRITING  EXERCISE. 

1.  Seed,  seek,  sing,  side,  city,  sight,  sack,  soon,  sad. 

2.  Sash,  south,  such,  sorrow,  sieve,  spy,  Soho,  sway. 

3.  Peace,  toss,  dies,  rise,  house,  Bess,  wise,  laws,  tax. 

4.  Pass,  mix,  arise,  amaze,  fuse,  ours,  lose,  hiss,  gas. 


40  Pitman  Phonography. 

5.  Sons,  seals,  suffice,  source,  sacks,  snows,  sags,  stys. 

6.  Scheme,  Scotch,  sleep,  simply,  spike,  skip,  search. 

7.  False,  revise,    righteous,   reduce,  likewise,  police. 

8.  Seance,  Jewess,  ask,  eschew,  Ezra,  essence,  assays. 

9.  Juicy,  pussy,  Lizzie,  racy,  daisy,  Zeno,  beauteous. 
10.  Sear,     muss,    safes,    safety,    atlas,    acid,    zodiac. 


Circle  liS"or"Z." 


CHAPTER    XI. 

THE  CIRCLE  S  OR  Z  BETWEEN  TWO 
CONSONANTS. 

78.  Between  two  straight  consonants  forming  an  angle, 
the  iss  circle  is  written  outside  of  the  angle.     Between 
two  straight   strokes  that  form   no  angle,  the  circle   is 
written  in  the  same  manner  as  on  a  single  consonant. 
(Line  i,  Reading  Exercise.) 

79.  Between   a  straight   and  a  curved   consonant,  the 
circle  is  written  on  the  inside  of  the  curve.     (Line  2.) 

80.  Between   two  curves,  the  circle  is  written  in  the 
most  convenient  way,  but  generally  in  the  first  curve. 
(Lines.) 

81.  The  placing  of  the  vowels  is  again  undisturbed  by 
the  forming  of  a  circle  between  two  consonants.      The 
vowel  or  vowels  written  to  the  first  consonant  must  be 
read  before  the  circle;  the  vowel  or  vowels  written  to  the 
second  consonant  must  be  read  after  the  circle.    In  other 
words,  the  circle  is  the  last  thing  to  be  read  after  the  first 
consonant  with  its  vowel  or  vowels,  and  the  first  thing  to 
be  read  before  the  second  consonant  with  its  vowel  or 
vowels.     (Lines  4,  5,  and  6.) 


42  Pitman  Phonography. 

READING   EXERCISE. 


WRITING  EXERCISE. 

1.  Decide,  receipt,  exceed,  disobey,  Tuesday,  bestow. 

2.  Desire,  music,  excel,  lust};,  wayside,  chisel,  misery. 

3.  Vessel,  muscle,  nuisance,  Sampson,  listen,  pencil. 

4.  Receive,  excuse,  discuss,  dispose,  dispatch,  deposit. 

5.  Augustus,   Mexico,    Cincinnati,  despair,    audacity. 

6.  Caustic,  gospel,  sagacity,  custody, repository, dislike. 

7.  Maxim,  dissolve,  disarm,  specify,  maximum,  vestige. 

8.  Resolve,  message,   egotism,    castle,  offset,   spasms. 

9.  Succeed,    gossip,    answer,    expel,    disguise,    instil. 
10.  Cancel,insanity,  resume, officer, velocity, physiology. 

82.  The  iss  circle  may  be  attached  to  any  word-sign 
previously  learned,  or  to  any  that  may  follow,  in  order  to 
add  the  sound  of  s  to  the  word  represented  by  the  sign; 
thus,  pP-iss  expresses  hopes  or  parties;  gay^-iss  forma 
gives;  k?-iss,  comes,  etc.  5  is  thus  attached  freely  to 


Circle  "S"  or  "Z."  43 

form  the  plural  number  or  possessive  case  of  nouns,  or 
the  third  person  singular  of  verbs. 

WORD  SIGNS. 

!_  A f.  . 

is        as       speak        spoke  subject  ..  ,       religious 

t  •        -i  i_  satisfy 

his      has    speech       special-ly 


a 

—° 

*— 

^ 

c 

.    / 

^ 

3 

because 

/• 

signify 

s 

several 
Savior 

this 

\, 

those 
thus 

simitar 

impossible-Hit  y 

influence 

commence 
hence 

single-y 

SENTENCE  EXERCISE. 

I.  Such-a.  sight  is  rare  «'«-this  city.  2.  Esty  seems  to  be 
as  religious  as  Jessie.  3.  His  sons  will  signify  a  desire  to 
visit  several  cities.  4.  He  spoke  of -his  desire  to-make 
several  improvements  z'w-his  speech.  5.  It-is  impossible 
to  influence  the  Czar  to  reside  in  Mexico.  6.  In  no  single 
case  was-the  justice  false  to-his  duty.  7.  Those  two  boys 
have  similar  tasks  to-do  on  Saturday.  8.  The  noise  z«-the 
house  became  a  nuisance,  hence  his  desire  to  move  away. 

9.  This  is-the  special   message  which  came  on   Sunday. 

10.  He-will  rise  to  discuss  the  subject  as  soon  as-the  judge 
takes  his  seat.      n.    If-you  wish  to  satisfy  us,  ask  our 
advice  zw-all  things.      12.  The  sailors  will  commence  the 
voyage  to-the  south  seas  some  day  this  month.     13.  The 
officer  should  obey  his  superiors;  thus,  he-will-do  his  duty. 
14.   He-has  some  hope  of  receiving  an  answer  to-his  dis- 
patch before  going  to  Cincinnati.     15.  The  special  police 
officer  took  him  in  custody,  because  of-his  refusal  to  obey 
the  laws. 


44  Pitman  Phonography. 


CHAPTER  XII. 

'  THE  CIRCLE  SEZ. 

83.  In  order  to  express  ss,  sz,  zs,  or  zz,  as  heard  in  the 
syllables  s2s,  s?z,  zes,  and  zez,  the  iss  circle  is  made  twice 
its  natural  size,  as  shown  in  Line  I  of  the  Reading  Exer- 
cise. These  words  read  pose,  poses;  case,  cases;  rise,  rises. 

84.  This  large  circle  is  always  pronounced  sez,  and  any 
other  of  the  syllables,  as  given  above,  will  be  readily  sug- 
gested by  the  rest  of  the  word. 

85.  The  sez  circle  may  be  written  at  the  beginning, 
middle,  or  end  of   words,  and  is  governed  in  every  par- 
ticular  by  the  rules  which  have   been  provided   for  the 
use  of  the  iss  circle.  (Lines  2  and  3. ) 

86.  The  short  sound  of  e,  as  heard  in  sgz,  prevails  in 
possibly  99  per  cent,  of  the  syllables  expressed  by  this 
large  circle,  but  there  are  a  certain  number  of  syllables, 
such  as  sis,  sez,  sds  cize,  etc.,  in  which  some  other  vowel 
than   the  short  e  appears.     To   express   this  particular 
sound,  the  vowel  sign  is  written  inside  the  circle,  and  as 
this  vowel  is  usually  a  first-place  sound,  there  arises  no 
confusion  in  reading  the  word.     (Line  4.) 

87.  The  short  e  in  sez,  even  though  accented,  does  not 
control  the  position  of  the  word,  the  first  expressed  vowel, 
in  such  cases,  being  the  governing  one.     If  the  vowel  in 
the  large  circle  is  any  other  sound  than  the  prevailing 
short  <?,  and   is  accented,  it  controls  the  position  of  the 
word.     The  words  possessed  in  the  third,  and  exhaust  in 
the  fourth  line,  illustrate  this. 


Circle  "Sez."  45 

88.  The  sound  of  s  following  sez,  as  in  the  word  ex- 
cesses, first  in  Line  5,  is  expressed  by  continuing  the 
large  circle  into  a  small  circle  on  the  other  side  of  the  con- 
sonant. 

READING  EXERCISE.-  • 

1  X  ND         _£>          __D       __<______d£L 

2  ^D        5 _ D 1__ ___ _^D 

3  0-L-O 


Ek     -f 

A        ^  I  V     .i  ./    •  .^  "*     ^ 


f\          r\  • 

o     _=_^)          

89.  It  is  necessary  to  caution  the  student,  in  preparing 
the  words  below,  to  exercise  care  that  the  sez  circle  is 
made  large  enough  to  prevent  confusion  with  the  iss 
circle.  It  is  better  to  make  the  large  circle  more  than 
twice  the  size  of  the  small  one,  rather  than  less. 

WRITING   EXERCISE. 

1.  Paces,  doses,  chases,  kisses,  losses,  loses,  chooses. 

2.  Amazes,  causes,  cheeses,   juices,  imposes,  appeases. 

3.  Mosses,   pieces,  arises,  fuses,  races,  sources,  thesis. 

4.  Census,  Texas,  hisses,  exist,  successor,  desist,  subsist. 

5.  Necessity,  emphasis,  analysis,  Mississippi,  possessive. 

6.  Accessory,  incisive,  nuisances;  successes,  emphasizes. 


46  Pitman  Phonography. 

CHAPTER   XIII. 

THE  LOOPS  STEH  AND  STER. 

90.  The  combination  st  at  the  beginning  and  middle 
of  words,  and  st  or  zd  at  the  end  of  words,  is  expressed 
by  lengthening  the  iss  circle  into  a  narrow  loop  one-third 
to  one-half  the  length  of  the  consonant  stroke.     This  loop 
is  pronounced  steh. 

91.  By  enlarging  the  steh  loop  into  a  broader  loop,  two- 
thirds  the  length  of  the  stem,  the  sound  of  r  is  added, 
producing  the  syllable  ster.     This  loop  is  used  mainly  at 
the  end  of  words,  rarely  in  the  middle,  and  never  at  the 
beginning. 

92.  The  relative  size  and  form  of  the  circles  iss  and  sez 
and  the  loops  steh  and  ster  are  shown  in  Line  i  of  the 
Reading   Exercise,  which  reads  pose,  poses,  post,    and 
poster. 

93.  The  rules  for  the  use  of  the  iss  circle,  and  also  for  the 
vocalizing  of  words  with  the  circle,  apply  in  every  detail 
to  the  writing  of  the  steh  and  ster  loops.     Steh  at  the 
beginning  of  an  outline  must,  therefore,  be  read  first,  and 
steh  and  ster  at  the  end  of  an  outline  must  be  read  last. 
(Lines  2,  3,  and  4.) 

94.  We  conclude,  then,  that  when  a  vowel  sound  begins 
or  ends  a  word,  we  cannot  employ  these  loops;  likewise, 
when  a  vowel  sound  appears  between  the  s  and  /,  we  can- 
not use  the  loop  steh,  but  must  resort  to  iss-t.    (Line  5. ) 

95.  The  sound  of  s  following  st  or  str  is  expressed  by 
carrying  the  loop  across  the  stem  into  a  circle.     (Line  6.) 


Loops  '  '  Steh  "and"  Ster.  '  '  47 

READING  EXERCISE. 


^ 
>^ts~" 
\ 


6. 


}      S      4       A 


WRITING  EXERCISE. 

1.  Steep,  state,  stage,  steal,  stool,  stitch,  steer,  stump. 

2.  Steam,  stood,  study,  stall,  stamp,  statue,  stare,  sting. 

3.  Toast,  chest,  gust,  accost,  guest,  baste,  roused,  list. 

4.  Aroused,  yeast,  dust,  rest,  west,  host,  nest,  laced. 
Sterling,  mystify,  earnest,  invest,  molest,  reduced. 

6.  Perused,  detest,  disgust,  dishonest,  enlist,  justify. 

7.  Digest,  forest,  August,    elastic,  artistic,    statistics. 

8.  Pester,  muster,  Chester,   faster,  Worcester,  Hester. 

9.  Pastor,  minister,  gamester,  register,  disaster,  disturb. 
10.  Posts,    joists,     guests,    exits,    coasters,    investors. 

WORD  AND  PHRASE-SIGNS 


o                                       ^£>                  ^-P 
3 o _._ 

is-his^s-as       as-1ias,as-is  influences  influenced 

his-is  Ii<is-as 


48  Pitman  Phonography. 


commences     ,  commenced    stenography         Mrs.  misses 

United  States          next 

3       ^ L / £_ _.„_ 

first  5    .  ,  suggest    extraoriliiinni 

at-flrst  largest 

SENTENCE    EXERCISE. 

I.  The  noises  zw-the  houses  are  excessive.  2.  His  steed 
goes  just  as  fast  as-his  master's.  3.  The  first  storm  in 
August  caused  much  disaster.  4.  The  jests  of-the  jester 
seem  to  disturb  the  chorister.  5.  As-is  usual,  \-must  sug- 
gest some  improvements  in  stenography.  6.  The  Misses 
West  are  the  guests  of  Mrs.  Smith  of  Chester.  7.  His 
beast  is-as  large  as-the  largest  zw-the  state.  8.  The  pastor 
and-the  barrister  rode  together  to  Worcester./  9.  Hester 
was  influenced  by  her  host  to  invest  her  excess  of  money. 
10.  Forests  of  extraordinary  size  exist  z«-the  United 
States  west  of-the  Mississippi.  1 1.  I-have  just  commenced 
the  next  step  zw-the  analysis.  12.  It-is  necessary,  at-first,  to 
emphasize  the  importance  of-this  system.  13.  The  dis- 
honest}' of-the  imposter  first  aroused  the  disgust  of-the 
minister.  14.  He  seems  disposed  to  assist  in  taking-\\\t 
census  of-the  United  States  next  year.  15.  \o\i-initst 
study  stenography  in  earnest  z/-you  wish  to-inake  a  suc- 
cess of-it. 


~ 


and"Yeh."  49 


CHAPTER  XIV. 

THE  SEMICIRCLE  AND  HOOK   W,  AND  THE 
SEMICIRCLE   Y. 

96.  The  sound  of  w  at  the  beginning  of  a  word,  and 
sometimes  in  the  middle,  when  w  introduces  a  syllable, 
is  expressed  by  a  small  semicircle,  opening  either  to  the 
right  or  left,  on  every  letter  of  the  alphabet,  except  /, 
ray,  m,  and  n,  on  which  consonants  the  w  is  represented 
by  a  small  hook.     Before  s  and  z  the  semicircle  is  never 
used,  but   instead   way-iss   is   preferred.     Neither   semi- 
circle nor  hook  w  is  written  before  ar.     (Lines  i  and  2, 
Reading  Exercise. ) 

97.  The  sound  of y,  under  the  same  conditions  as  those 
stated  for  w,  is  expressed  by  a  small  semicircle,  opening 
either  up  or  down,  on  any  letter  of  the  alphabet,  except, 
again,  5  and  z,  where  it  is  better  to  use  the  stroke  yay  and 
the  circle  iss.     (Lines  3  and  4.) 

98.  The  semicircle  and  hook  for  w  are  called  weh,  the 
semicircle  for  y  is  called  yeh.     These  forms  for  w  and  y 
are  always  read  first,  the  vowels  and  consonant  strokes  in 
proper  order,  as  usual.     (Lines  5,  6,  and  7.) 

99.  These  brief  signs  are  used,  therefore,  in  all  words 
beginning  with  the  sound  of  w  or  y,  except  when  w  or  y 
is  followed  by  two  vowel  sounds,  when  the  stroke  way  or 
yay  must  be  employed.     Likewise,  when  a  vowel  intro- 
duces a  word,  the  stroke  form  must  be  used.     (Line  8, 
words  i  and  2.) 


50  Pitman  Phonography. 

100.  In  the  middle  of  an  outline,  weh  &nAyeh  are  some- 
times detached  and  inserted  as  vowel  sounds.  Yeh  may 
also  be  affixed;  thus, 


bewail  >    ,       lawyer  .- 


101.  S  may  precede  the  sound  w  by  writing  the  circle 
within  the  semicircle  or  hook.     (Line  9.) 


READING  EXERCISE. 
v-p     w-b     etc. 


AA  1  1  /  /^^  vv  (  ( 


^  ^  J  J  .  C    ex 


2 

ll'-S  IV-Z 

A  A.     1       1      7      /  " —  - —     >  .V\ 

3  \         \         I  I         /  /      o u ^/          V     V 

2/-.P  T/-& 

4  C  C  J     2       f       -^\     ^-^   ^^ 
y-s  y-z 

5...1.  ...k. 


N    ,               ">V  ^  ~C         ^' 

(0  ?\ 

\  -/°  .^ 

^.^  6  eX 


"Weh"  and  "Yeh."  51 

WRITING  EXERCISE. 

1.  Web,  widow,  wood,  wife,  woof,  wages,  weep,  weak. 

2.  Wig,  wipe,  watch,  wells,  walls,  willow,  wily,  ware. 

3.  Worry,  weary,  won,  wean,  Wayne,  wealthy,  welcome. 

4.  Worthless,  worthily,  wordy,   warehouse,  weariness. 

5.  Yale,  Yeddo,  youth,  Utah,  York,  yelp,  yellow,  yawn. 

6.  Yam,     Yankee,     weigher,     awoke,     oyer,     DeWitt. 

7.  Unyoke,  unworthy,  Europe,  welfare,  window,  worse. 

8.  Sweet,  swab,  swag,  suave,  swathe,  swale,  swallow. 

9.  Swore,  swarthy,  swoon,  swain,  swim,  swings,  swamp. 

102.  In  phrases  the  weh  hook  on  /,  ray,~w,  and  n,  may 
represent  we  or  with,  as  in  we-will,  we-are,  we-may, 
ruith-meor  with-my,  etc.,  shown  in  Word  and  Phrase-Signs 
following.  These  w  hook  forms  are  pronounced  will,  w2r, 
w$m,  and  wSn.  Such  phrases  generally  take  the  position 
of  we  or  with,  which  are  first-place,  except  that  we-may 
is  written  on  the  line  to  avoid  conflict  with  the  phrases 
with-me  and  with-my, 

WORD  AND  PHRASE-SrGTSTS 


1  c    . 

D                                  U 

C                                    D 

rv 

C 

we         were    what     would      ye 
with 

2                      </             / 

yet       beyond 

while 
we-will 

we-are 

where        aware       wl> 

en        with-me 
with-my 

we-may 

52  Pitman  Phonography. 

SENTENCE  EXERCISE. 

I.  We-will  wait  for-the  yacht  to-come.  2.  As  we-are 
aware,  the  youth  wins  his  wages  by  honest  work.  3.  One 
of-the  Yankees  rode  to-the  willows  beyond  Wayne.  4. 
Would  you  like  io-go  to  York  with-me  on  Wednesday  ? 
5.  We-inay  go  to  Europe  with-the  wealthy  widow.  6. 
When  do  ye  think  the  Swede  will  wed  ?  7.  Mrs.  Yates 
will  go  with-my  son  to  Utah  and  Wyoming.  8.  We 
saw-ihe  swan  swim  on-the  swelling  waves.  9.  Where 
is-the  wool  which  we-were  to-receive  ?  10.  The  boys  at 
Yale  yell  when-M^jy  win  a  game.  n.  What  yet  must 
we-do  to  be  worthy  of-your  wealth?  12.  While  you-are 
away,  we- will  take-\.he  youngsters  to-the  swing.  13. 
What- would  you  do  if-we-were  to-go  with -you  to-the 
yacht  ?  14.  We-were  weary  of-the  walk  when-we  came 
up  to-the  warehouse.  15.  Wesley  and  DeWitt,  two  un- 
worthy fellows,  took  too  much  of-the  worthless  wine. 


"Ifeh;""Tw,"  "Dwt"  "AX"  "Gw."     53 


CHAPTER  XV. 

THE  ASPIRATE  H. 

103.  When  the  sound  of  h  introduces  a  word  or  syllable, 
and  is  followed  by  the  consonant  k,  gay,  s,  z,  /,  r,  way, 
m,  or  emp,  it  is  expressed  by  a  short  tick,  called  heh, 
struck  in  the  direction  of  chay.     (Line  i,  Reading  Exer- 
cise. )      The  sound  of  h  before  any  other  letter  than  those 
here  given  is  represented  by  the  hay  stroke.     The  tick  h 
is  invariably  read  first,  and,  therefore,  cannot  be  employed 
in  words  which  begin  with  a  vowel  sound.     (Line  2.) 

104.  This  tick  may  also  precede  the  semicircle  weh  in 
such   words  as  wheat  and    Whig  (spelled   phonetically 
hwet  and  hmig),  as  shown  in  Line  3,  first  two  words. 

105.  Before  the  weh  hook  on  /,  ray,  m,  and  n,  h  is  in- 
dicated by  thickening  the  hook.     (Line  3.) 

106.  When  it  is  not  possible  to  use  any  of  the  foregoing 
forms,  h  may  be  represented  by  a  light  dot  placed  before 
the  vowel  sign  which  follows  h.     (Line  3,  last  word.)  . 

THE  DOUBLE  CONSONANTS  TWt  DW,  KW,  GW. 

107.  The  sound  of  w  immediately  following  t,  d,  k,  and 
gay,  as  in  the  words  twice,  dwell,  queer  (spelled  by  sound 
kwer),  Bind. guano  (by  sound  gwano],  is  represented  by  a 
large  hook  written  before  t,  d,  k,  and  gay,  on  the  circle 
side.      (Line  4,  Reading  Exercise.)     This  sound  of  w, 
coupled  with  the  four  consonants  named,  produces  with 
each  one  what  is  called  a  double  consonant  sound,  and 


54  Pitman  Phonography. 

the  two  sounds  must,  therefore,  be  pronounced  as  one; 
thus,  tweh,  dzveh,  kweh,  anA.gweh. 

108.  Vowels  are  placed  to  the  double  consonants  just 
as  they  have  been  to  the  simple  consonants.     ( Line  5. ) 

109.  When  the  sound  of  .s  precedes  the  double  con- 
sonant, write  the  circle  inside  the  hook.     (Line  6.) 

READING  EXERCISE. 


WRITING  EXERCISE. 

^ 

1.  Hook,  hussy,  Huxley,  Hague,  hug,  huzza,  haziness. 

2.  Helena,  hollow,  heels,  wholesome,  homeless,  harm. 

3.  Hymn,  hammock,  hem,  humming,  homesick,  hemp. 

4.  Whip,  whack,  white,  whet,  whist,  whiskey,  whale. 
I     5.  Unhook,  unhorse,  unhealthy,  unwholesome,  unharm. 

6.  Twice,  twig,  twang,  dwelling,  equip,  quota,  Quebec. 
.  7.  Quorum,  bequeath,  require,  quake,  guano,  guava. 
,.8.  Squash,  squeal,  squad,  squalid,  squirm,  squeeze. 


, 


Word-Sign  Review,  55 

SENTENCE  EXERCISE. 

(A  WORD-SIGN  REVIEW.) 

t.  When  will-you  commence  to  improve  your  language  ? 

2.  We-hope  to  hear  you  speak  well  of  all  those  things. 

3.  He-has  given  the  subject  of  stenography  much  special 
study.     4.  It-is-the  usual  thing  to  give  each  one  of-them 
all  he  or  she  owns.     5.   As  you-are-aware,  we-will  come 
back  to-the  United  States  in-a  year  or  two.     6.  I-have 
given  the  whole  of-;#y  time  to-the  company.     7.  Why 
do-you  object  to-the  improvements  in  stenography  which 
we-wish    to-make  ?     8.    Will-you   accompany-the   party 
vfhen-it  goes  to  Europe  next  year  ?    9.  We-shall-be  happy 
when  you  have  given  us  all-the  important  news.      10. 
Where  were  you  while  we-were  in  Quebec?      n.    It-is 
ever  impossible  to  satisfy  them  with  our  improvements. 
12.  It-would-be  well  to  give  him  a  thousand  thanks  for-his 
wholesome  influence.     13.   It-may-be  impossible  now  to 
hear  him  make  his  first  speech.      14.    It-will-be  to-your 
advantage  to  accompany  me  when  I  go  away  next  week. 
15.  She  has  given  two  dollars  to-the  party,  because  she 
wishes  it  to  succeed. 


56  Pitman  Phonography. 


CHAPTER  XVI. 

DOUBLE  CONSONANTS.     THE  L  HOOK. 

no.  There  is  a  large  class  of  words  in  the  English  lan- 
guage in  which  the  sound  of  /,  following  immediately  after 
another  consonant,  blends  so  closely  with  it  as  to  produce 
really  but  one  sound;  as  in  the  words  play,  fly,  able,  etc. 
Thus,  when  the  sound  of  /  immediately  follows  any  one 
of  the  letters/,  b,  t,  d,  chay,j,  k,  or  gay,  it  is  represented 
by  a  small  initial  hook  on  the  circle  side  of  the  straight 
consonant;  following  f,  v,  ith,  or  the,  the  /  hook  is  made 
inside  the  curve.  The  hook  is  prefixed  to  ish  at  the 
bottom,  ish,  of  course,  being  then  struck  up.  The  double 
consonant  shl  cannot  stand  alone  for  reasons  which  will 
appear  later.  Following  m,  n,  and  ray,  I  is  represented 
by  a  large  initial  hook,  to  prevent  confusion  with  the 
small  weh  hook.  (Lines  I  and  2,  Reading  Exercise.) 

111.  Certain  of  the  consonant  strokes,  as  will  be  ob- 
served, are  omitted  from  the  list  in  Lines  I  and  2,  because 
the  sound  of  /  does  not  coalesce  with  them  in  such  manner 
as  to  make  it  desirable  to  employ  the  /  hook. 

112.  The  double  consonants,  following  Lines  I  and  2, 
must  be  pronounced  p?l  or  plS,  b$l  or  bl2,  tt?lt  dSl,  chgl, 
jSl,  kit  or  kit,  gtl  or  git,  J21  or  fig,  v2l,  th?l,  thel,  shSl, 
mitt,  ni*l,  rSl.    Where  two  pronunciations  are  provided  for 
the  same  double  consonant,  as  p&l  and  plS,  the  former  is 
used  when  a  vowel  sound  precedes,  and  the  latter  when  a 
vowel  sound  follows,  the  consonant;  thus,  apple  is  given 


"Z,"  Hook.  57 

a-pel;  play,  ple-a;  the  short  e  sound  in  each  instance 
being  eliminated  in  pronouncing  the  word,  making  the 
sounds  virtually  a-pl,  apple;  pl-a,  play.  The  double  con- 
sonants are  vocalized  as  simple  strokes.  (Lines  3,  4, 
and  5. ) 

1 13.  The  /  hook  double  consonants  will  be  used  for  the 
writing  of  all  words  in  which  no  vowel  sound  intervenes 
between  /  and  the  consonant  preceding.     When  a  vowel 
sound  does  thus  intervene,  the  /  stroke  must  be  written. 
(Line  6.) 

114.  In  order  to  secure  shorter  and  more  usable  forms 
for  a  small  class  of  common  words,  an  exception  is  made 
to  the  general  rule  just  stated,  by  providing  the  following 
method  of  writing  vowels  between  a  consonant  stroke 
and  its  /  hook: 

(a)  To  read  a  dot  vowel  between  a  stroke  and  its  hook, 
change  the  dot  into  a  circle,  placing  the  circle  before  the 
stroke  for  a  long,  and  after  the  stroke  for  a  short  vowel. 

(b)  Write  the  dash  vowel  in  front  of  the  double  con- 
sonant  for  first-place,  through   the  middle   for  second- 
place,  and  through  the  end  for  third-place. 

(c)  The   diphthongs  may   be   similarly   indicated   by 
writing  them  through  the  stroke.     ( Line  7. ) 

115.  This  method  of  intervocalization,  as  it  is  called,  is 
but  seldom  resorted  to,  the  words  to  which  it  might  be 
applied  being  regarded  mainly  as  word-signs,  or  irregular 
forms,  such  as  the  words  shown  in  Line  7  of  the  Reading 
Exercise.      In  the  choice  of  the  /  hook  or  /  stroke,  the 
student  will  be  guided  by  the  broad  rule  stated  in  f  113, 
and  illustrated  in  Line  6.     The  few  exceptions  to  this 
rule  will  be  pointed  out  and  mastered  from  time  to  time, 
as  the  lessons  progress. 


58  Pitman  Phonography. 

READING  EXERCISE. 

i  V :  V;  I      f    /  /      c-  c- 

pi          U       tl  ill       chl       jl  M  (jl 

2      ^        ^      C         \         J    C^       <^  L/ 
fl           vl       till         thl        ski        ml            nl  rl 


--^- 


116.  In  the  Writing  Exercise  following,  the  student 
will  use  the  /  hook  in  all  words  in  Lines  i  to  13  inclusive; 
in  Lines  14  and  15  a  choice  must  be  made  between  the 
hook  and  stroke  for  /. 

117.  Before  writing  the  words  below,  pronounce  the 
consonant  outline  of  each,  following  the  syllable  forma- 
tion of  the  words,  so  far  as  possible;   thus,  final,  f-nel; 
parable,  p-ray-bel;  fluency,  fle-n-s,  etc.     This  plan  of 
analyzing    the    words    will    readily   suggest   the    proper 
outline. 

WRITING  EXERCISE. 

1.  Plow,  apple,  clue,  glee,  clause,  glass,  oval,  Ethel. 

2.  Pledge,    plump,   plague,    placed,   placid,   blossom. 

3.  Oblige,  blight,  black,  clock,  club,  clump,  climax. 


"/,"  Hook. 


59 


4.  Glare,  gleam,  glimpse,  globe,  flare,  flash,  Florida. 

5.  Fling,  flabby,  flog,  fluency,  clergy,  Clara,  plastic. 

6.  Papal,  pebble,  entitle,  chattel,  cackle,  fickle,  giggle. 

7.  Paddle,  shovel,  official,  coral,  girl,  floral,  enameL 

8.  Final,   channel,  signal,   penal,  diagonal,   original. 

9.  Relish,  relate,  temporal,  assemble,  circle,  declaim. 
10.  Diploma,  emblem,  faculty,  festival,  syllable,  relic. 
IT.  Radical,  tenable,   poetical,  parable,  novelty,  vital. 

12.  Inflame,  implicit,  variable,  academical,  admirable. 

13.  Sentinel,  declivity,  reliance,  despicable,  technical. 

14.  Blow,  bowl,  flew,  fowl,  pleas,  pills,  idle,  ideal,  delay. 

15.  Animal,  mellow,  glue,  pillage,  delicacy,  culpable. 


-5_  _A  

WORD-SIGNS 

>_L_LJI  c  

comply      jjeople       apply      belong     till        tell      until 

at-all 

cX 


—  c^ 

deliver-y 

call            difflcult-y 

glory     real-ly     rail 

rule 

equal-ly 

rely 

J-.—hr-... 

-'L-.       r... 

r,       Q^ 

r 

follow  full-y          value        only         unless         children 

SENTENCE  EXERCISE. 

i.  The  black  cloak  belongs  to  Ethel.  2.  Tell  Clara  to 
wait  until  I  deliver-the  bottles.  3.  The  final  roll  call  will 
take  place  at  one  o'clock.  4.  It-is  difficult  to  follow-the 
animals  z'w-the  tunnel.  5.  No  real  glory  will  come  to-the 


60  Pitman  Phonography. 

people  until  they  comply  with  all-the  rules.  6.  Rely  on 
me;  it-is  really  only  one  block  to-the  chapel.  7.  T/iey-\vill 
go  by  rail  to  Florida  and  stay  till  fall.  8.  \-must  receive- 
the  full  value  of-the  clothes  now,  if  at-all.  9.  Unless 
they  deliver  it,  the  pupil  must  apply  a/-the  college  for-his 
diploma.  10.  It-is-a  difficult  thing  to  teach  the  children 
to  rely  on-the  rules,  u.  Flora  and  Ethel  have  equal 
marks  in  only  two  subjects.  12.  The  idle  girls  have  ideals 
of  some  value,  which,  however,  t/iey-are  unable  to  realize. 
13.  You-should  apply  to-the  official  for-the  bibles  which 
belong  to-you.  14.  I  tell-you,  unless  you  see  to-the  de- 
livery of-the  flag  now,  we-will  refuse  to-have-it  at-all. 
15.  Really,  only  two  of-the  children  will  follow  im- 
plicitly the  rules  of-the  faculty  which  relate  to-the  chapel 
assembly. 


"A7"  Hook.  6 1 

CHAPTER  XVII. 

DOUBLE  CONSONANTS.  THE  R  HOOK. 

118.  The  sound  of  r  coalesces  with  other  letters,  form- 
ing double  consonant  sounds,  in  the  same  manner  as  the 
sound  of  /  in  the  foregoing  chapter.    To  express  the  sound 
of  r  immediately  following/,  b,  I,  d,  chay,j,  k,  and  gay, 
a  small  hook  is  prefixed  to  each  of  these  strokes  on  the 
side  opposite  the  /  hook,  that  is,  on  the  left  side  of  the 
down  strokes,  and  on  the  lower  side  of  the  horizontal 
ones.     To  read  r  following/;  v,  ith,  the,  ish,  and  zhe,  the 
hook  is  prefixed  as  usual,  except  that  f,  v,  ith,  and  the 
must  be  reversed  in  order  to  distinguish  them  from  the 
same  strokes  with  the  /  hook.     To  read  r  with  m  and  «, 
the  small  hook  is  again  prefixed,  but  m  and  «  must  be 
shaded,  to  distinguish  from  the  same  consonants  with  the 
weh  hook,     On  /  the  rhook  is  made  large,  also  to  prevent 
confusion  with  the  weh  hook.      (Lines  I  and  2,  Reading 
Exercise. ) 

119.  Following  the  signs  in  Lines  I  and  2,  the  pronun- 
ciation is  now  pi*r  or  pre",  b<*r  or  bri*,  ter  or  Ire,  d£r  or  dre, 
cher,  j$r,  ker  or  kre,  g£r  or  gr^fSr  <yc  fri!,  ver,  ther  or 
thre,  ihe"r,  sh£r  or  shr$,  zher,  m2r,  ner,  I8r ;  the  same 
method  of  naming  the  double  consonants  prevailing  as 
with  the  /  hook  strokes. 

1 20.  The  inversion  of/",  v,  ith,  and  the,  and  the  shading 
of  m  and  n,  of  course  preclude  the  possibility  of  writing 
an  initial  hook  on  the  corresponding  simple  consonants 
r,  way,  s,  z,  emp,  and  ing.    The  fact  is,  we  have  no  need 
for  an  r  hook   before  these  consonants,  as  the  sound  of  r 
following  them  is  better  provided  for  by  other  principles. 

121.  By  comparison  with  the  /  hook  consonants,  it  will 


62  Pitman  Phonography. 

be  observed  that  the  r  hook  list  contains  one  more  sign, 
zhe,  there  being  no  need  for  writing  the  /  hook  before 
zhe.  L  is  substituted  for  ray,  the  sound  of  r  never  fol- 
lowing ray,  nor  /  following  /,  unless  there  is  an  interven- 
ing vowel  sound. 

122.  The  rule  for  the  use  of  the  r  hook  double  conso- 
nants is  the  same  as  that  stated  for  the  /  hook  forms  in 
\  113.     In  other  words,  when  a  vowel  sound  intervenes 
between  r  and  the  consonant  preceding,  resort  must  be 
had  to  the  stroke  ray  or  ar.     (Lines  3,  4,  5,  6,  7,  8.) 

123.  The  rhook  forms  may  be  intervocalized  as  were 
the  /  hook  double  consonants.     (Line  9.  ) 

READING  EXERCISE. 

A   \   1    1   ;  /   _   _ 

jpr      ,     fc»-  f»-  dr        c/tr       Jr  fcr  fl"" 

1-^        ^       *)         ^    }    J    <^.      ^      C 

/r  vr        thr        thrshr    zhr     uir          ur         Ir 


6 


.-4-. 


-7 


"^"  Hook.  63 

124.  Again,  before  writing,  analyze  the  following  words 
into  their  consonant  outlines  by  means  of  the  syllabic 
method;  thus,  pauper,  p-per;  Quaker,  kwe-ker,  preacher, 
pre-cher;  etc. 

WRITING  EXERCISE. 

1.  Cry,   brace,  utter,  prow,  crew,  fry,  usher,  author, 

2.  Prick,  tribe,  broth,  drape,  broil,  prop,  trail,  creak. 

3.  Breech,  crib,  grapes,   growl,  fresh,  thrash,  shreds, 

4.  Caprice,  pauper,  Quaker,  approach,  rumor,  energy, 

5.  Lunar,  dapper,  fibre,  daughter,  crusade,  numerous, 

6.  Voucher,  decrease,  depress,  hammer,  farmer,  favor. 

7.  Diagram,  generous,  Luther,  camphor,  Denver,  drink. 
S.  Embrace,  fisher,  criticism,  proceed,  bother,  scholar. 
9.  Jocular,  trespass,  dictator,  crimson,  arbitrary,  trod. 

10.  Triumph,  soldier,  treason,  reproaches,  microscope. 

11.  Creator,  bridle,  pressure,  traverse,  colonel,  cracker. 

12.  Preacher,  treasure,  problem,  programme,  chronicle. 

13.  Prattle,  briber,  trigger,  clipper,  flavor,  proclairner. 

14.  Currency,  encourage,  laborious,  perverse,  perplex. 

15.  Courageous,    authorities,    vigorous,    Birmingham. 

"WORD-SIGNS 


appear      principle-al      practice    'liberty       member       number 

remember 


L 


internal      truth,   doctor   dear  during   danger  larger  Christian 

-ity 


64  Pitman  Phonography. 


*""\ 

C*N.                A         c*^ 

3..crrr  !_^  _!.J  . 

1 

<) 

care      cure     degree      from     over     every 

there 

other 

car                                              very 

A                1                        0                             9                   <J~N 

4  X—          —  J.    .       .-.^/—                <^TN 

their 

remark 

SENTENCE  EXERCISE. 

i.  We-think-it  a  pleasure  to  honor  our  principal.  2. 
There-is  danger  lest  the  other  members  will  fail  to  agree. 
3.  Dr.  Baker  appears  to-have-the  principal  practice  in 
Denver.  4.  I  remember  seeing  Mr.  Arthur  over  at  the 
grocer}'  store.  5.  From-his  remark,  I  infer  the  owner 
will  speak  the  truth.  6.  The  principle  of  liberty  of 
speech  is  very  dear  to  every  member  of  society.  7.  Their 
manner  during-the  receiving  of-the  degrees  impressed  us 
very  much.  8.  It-is  true,  the  larger  number  of  farmers 
were  favorable  to  free  silver.  9.  I-am-sure  her  brother 
has  less  care  since  he  became  a  Christian.  10.  The  time 
draws  near  when-the  soldiers  will  triumph  over  their 
enemies,  n.  The  doctor  seems  more  free  to  guarantee  a 
sure  cure  if-\ve  entrust  the  case  to  him  only.  12.  The 
principal  of-the  academy  assures  us  of-his  presence  here 
either  Thursday  or  Friday.  13.  Through  all-the  dangers 
of-the  plague,  the  Quaker's  manner  was  free  from  criti- 
cism. 14.  The  colonel  embraced  Christianity  during  his 
stay  in  Birmingham.  15.  The  owner  of-the  "Chroni- 
cle" came  over  from  Bristol  by  car  every  Thursday  zw-the 
month. 


' 'fss  ' '  before  "L"  and  "K"  Hooks.         65 

CHAPTER  XVIII. 

THE  ISS  CIRCLE  BEFORE  THE  L  AND  R  HOOKS. 

125.  When  the  sound  of  s  precedes  any  one  of  the  / 
hook  double  consonants,  the  circle  is  written  inside  the 
hook.     (Line  i,  Reading  Exercise.) 

126.  The  sound  of  s  before  an  r  hook  straight  consonant 
is  expressed  by  closing  the  hook  into  a  circle,  as  shown  in 
Line  2.     This  may  be  safely  done,  as  the  iss  circle  is 
naturally  written  on   the  opposite  side  of  the  straight 
strokes.     Before  the  r  hook  curved  consonants,  the  iss 
circle  must  be  made  inside  the  hook.     ( Line  2. )     If  the 
hook  were  closed  into  a  circle  here,  as  on  the  straight 
strokes,  the  r  hook  would,  of  course,  disappear,  as  there 
is  but  one  usable  side  of  curves,  and  that  has  already 
been  given  up  to  the  iss  circle. 

127.  The  circle,  as  usual,  must  be  read  first;  then  the 
vowels  and  double  consonant  in  proper  order.     (Lines  3 
and  4. ) 

128.  The  circle  may  be  written  on  the  r  hook  side  of 
straight  strokes,  as   in  Line  3,  only  when   these   forms 
begin  words.     When  an  r  hook  double  consonant  is  pre- 
ceded by  an  iss  circle  in  the  middle  of  an  outline,  both 
the  circle  and  the  hook  must  be  clearly  shown.    (Line  5.) 

129.  After  d  and  t,  to  express  skr,  sgr,  sfr,  and  svr,  the 
circle  is  written  on  the  right  side.     (Line  6.  first  three 
words.) 

130.  The  scz  circle  may  precede  the  r  hook  straight 
strokes  by  writing  the  circle  on  the  r  hook  side.      ( Line 
6,  last  word. ) 

5 


66  Pitman  Phonography. 

READING   EXERCISE. 


s-pl  s-bl 

,NYM// 

s-pr  s-br 


WRITING  EXERCISE. 

1.  Sickle,   splice,  settle,  supply,  Sybil,  splurge,   sidle. 

2.  Saber,   spry,   spruce,  stream,   stripe,    scroll,    strike. 

3.  Sooner,  scream,  supper,  scrap,  cedar,  safer,  stride. 

4.  Struggle,   scruple,  sacrifice,    supersede,    supremacy. 

5.  Spree,  succor,   secure,  extremity,  display,  westerly. 

6.  Bicycle,    disclaim,   exclaim,    disoblige,    explicable. 

7.  Extra,  industrious,  mistress,  chemistry,  dexterous. 

8.  Dishonor,  abstruse,  lustrous,  orchestra,  seamstress. 

9.  Distressed,   disagree,   discourage,   dissever,   sistrum. 

WORD  AND  PHRASE  SIGNS. 


express          8U^ress       strvujto     Q^were    describe 
extemaH  scripture 


"/w"   before  "L"  and  "  R"  Hooks.       67 

SENTENCE  EXERCISE. 

i.  They  describe  very  well  those  passages  of  Scripture. 
2.  The  size  of-the  spruce  tree  causes  much  surprise.  3.  To 
know-\.\\<t  Scriptures,  gives  us  strength,  as-it-were,  for  our 
struggles  in  life.  4.  The  seamstress  must  suppress  the 
screams  of  her  sister.  5.  The  doctor  prescribes  a  liquor 
for  external  use  only.  6.  Sybil  rode  her  bicycle  along-the 
westerly  side  of -the  stream.  7.  \-must  express  surprise 
rtAthe  way  they  disagree  on-the  Scriptures.  8.  You-may 
express  io-me  an  extra  supply  of  sabers  #Mhe  earliest 
possible  day.  9.  The  classical  pupil  makes  sacrifices  to 
secure-ihe  supremacy  z'w-the  school.  10.  To-iny  surprise, 
his  discourse  on  chemistry  was  very  abstruse,  n.  The 
designer  of-the  screw  steamer  will  describe-the  vessel  to 
us.  12.  Much  to-my  surprise,  the  squire  was  far  from 
saber  «/-the  supper  table.  13.  The  external  view  of-the 
library  is  striking.  14.  My  sister's  tricycle  came  by 
express,  at  no  extra  cost  to  her.  15.  It-may-be  pos- 
sible to  influence  the  sinner  to  read  the  Scriptures. 


68  Pitman  Phonography. 


CHAPTER  XIX. 

THE  N  HOOK. 

131.  A  small  final  hook  may  be  attached  to  any  con- 
sonant to  represent  the  sound  of  n.     Following  straight 
consonants,  the  n  hook  is  written  on  the  side  opposite  the 
iss  circle,  that  is,  on  the  left  side  of  down  strokes,  and  on 
the  under  side  of  horizontal  and  up  strokes.     (Line  I, 
Reading  Exercise. )     It  is  thus  written  on  the  same  side 
of  the  straight  strokes  as  the  r  hook.     Following  the 
curves,  the  n  hook  is  made  inside  the  curve.     (Line  2.) 

132.  The  consonants  with  the  n  hook,  following  Lines  i 
and  2,  are  pronounced  pen,  ben,  ten,  den,  chen,  jen,  ken, 
gen,  ren,  hen,  fen,  ven,  then,  then,  esen,  zen,  shen.zhen,  len, 
yen,  ern,  wen,  men,  empen,  nen,  ingen.     Every  unvocal- 
ized  n  hook  stem  should  be  given  the  name  here  provided. 
Thus,  the  consonant  form  for  the  word  pin  must  be  given 
as  pen*,  rain  as  ren"1,  vine  as  ven*,  man  as  men*.     When 
an  /  or  r  hook  double  consonant  is  followed  by  an  n  hook, 
the  pronunciation  is  the  same;  thus,  the  word  blown  will 
be  given  as  blen2,  the  word  train  as  tren1,  green  as  gren*, 
plan  asplen*. 

133.  The  n  hook,  being  a  final  hook,  can  only  be  used 
for  words  which  end  in  the  sound  of  n.     The  hook,  there- 
fore, must  always  be  read  last.     (Lines  3,  4,  5,  6. ) 

134.  When  a  vowel  sound  follows  n  at  the  end  of  a 
word,  the  stroke  n  must  be  written.     Likewise,  when  two 


"  N"  Hook.  69 

vowel   sounds  immediately  precede  n,  the  stroke  form 
must  be  used.      (Line  7.  ) 

135.  The  n  hook  may  be  used  medially  also,  so  long 
as  a  good  outline  results,  as  shown  in  Line  8.     The  plan 
of  pronunciation  for  words  with  a  medial  «  hook  is  the 
same  as  for  the  single  syllable  words  given  above;  thus, 
frenzy  is  given  asfren-z;  Spanish,  as  spen-ish;  intrench, 
as  n-tren-chay. 

136.  In    such    words   as    Napoleon    and    barbarian, 
although  the  n  is  actually  preceded  by  two  vowel  sounds, 
they  so  closely  coalesce  as  to  produce  but  one  sound,  and 
the  n  hook  may  be  used.     The  yeh  sound  in  such  words 
may  be  expressed  by  the  disjoined  semicircle.      (Line  8, 
last  word.  ) 

137.  As  a  matter  of  fact,  the  n  hook  may  be  used  in  all 
words,  either  in  the  middle  or  at  the  end,  when  the  sound 
of  n  occurs  in  the  same  syllable  with  the  sound  of  the 
consonant  to  which  the  hook  is  attached.     This  syllabic 
pronunciation  in  the  representation  of  words  should  be 
faithfully  adhered  to.     It  aids  materially  in  the  choice  of 
the  proper  outlines  for  new  words. 

READING  EXERCISE. 

A  \  J  J  /  J  —> 

pen    ben  ten  den  etc. 


J     J 


C  C 


70  Pitman  Phonography. 

s^>  ~X 

5 
6 

7 
8 


WRITING  EXERCISE. 

1.  Pen,  pan,  boon,  dawn,  deign,  tin,  tune,  tone,  den. 

2.  Gin,  John,  June,  coin,  cane,  fine,  fan,  shine,  thine. 

3.  Lane,  lawn,  roan,  wren,  mine,  nine,  satin,  serene. 

4.  Grain,  drone,  shrine,  plain,  sprain,  brain,  drown. 
5  Crown,  spleen,  screen,  twine,  flown,  throne,  frown. 

6.  Torn,  deepen,  cotton,  gallon,  cabin,  ravine,  ordain. 

7.  Abstain,  machine,  domain,  examine,  origin,  barren. 

8.  Punch,  branch,  plunge,  canopy,  organic,  planets. 

9.  Counties,    lantern,    lunatic,    maintain,    economics. 

10.  Infancy,  monarch,  vacancy,  obstinate,  retrenches. 

11.  Sustain,  refrain,  specimen,    stricken,   anonymous. 

12.  Michigan,  propound,  amanuensis,  almanac,  disjoin. 

13.  Finance,  financial,   hurricane,  infringe,  minimum. 

14.  Panic,  sanguine,  clemency,  diminish,  permanence. 

15.  Surgeon,   Napoleon,    bullion,   chronic,    Benjamin. 

16.  Chagrin,  chaplain,  phenomenon,  tangible,  vanish. 

17.  Bran,  brainy,  Bryan,  pine,  puny,  piano,  loon,  Leon. 
138.   As  shown   in  the   following  list,  the   n   hook  in 

phrase-signs  may  represent  own,  one,  on,  been,  or  than. 
The  n  hook  for  than  may  be  freely  used  after  compara- 
tive adjectives  and  adverbs. 


7i 

' 

WORD  AND  PHRASE-SIGNS      / 

t  x_.       ___y_.  :.  i 

upon  i  been          denominate  can 

happen  -atton       had-been 

punish-ment 


imagine 


c 


have-been     within     your-own    hereon  my-oivn 


our-own 


4. _\ rfT^. C 

opinion    spoken     consequential        some-one  at-length 

]  c^  J  ^ 

5 <^_ J J_ <^___ 

doctrine         whereon   everyone    thereon        their-own    more-than 

SENTENCE  EXERCISE. 

I .  Phonography  is  generally  looked  upon  as-a  thing 
worth  learning.  2.  The  punishment  of-the  men  is  your- 
own  affair,  but  in  my  opinion  you-should  refrain.  3. 
Every-one  who-has  spoken  to  us  of  religion  agrees  with 
our-own  view.  4.  The  organ  whereon  she  plays  can-be 
seen  within -the  cabin.  5.  I-hope  some-one  will  give  me 
a  coin  of-the  ten  dollar  denomination.  6.  //""-this  should 
happen  to  be-done,  I-shall  write  my-own  initials  thereon. 
7.  Consequential  damages  have  been  allowed  to-the  sur- 
geon more-than  once.  8.  My  opinion  hereon  has-been  in 
favor  of-the  general.  9.  When-we  begin  to  listen,  the 


72  Pitman  Phonography. 

chaplain  will  explain  the  doctrine  at-length.  10.  Every- 
one began  to  imagine  there-would-be-a  financial  panic. 
II.  Our-own  plan  bad-been  begun  before  theirs  was  even 
spoken  of.  12.  The  men  from  Michigan  generally  have 
no  trouble  to  maintain  their-own  views.  13.  What-has- 
been-done  to  fill  the  vacancy  zw-the  mechanic's  office  ?  ^4. 
It-is  more-than  likely  the  general  will  take  some-one  with 
him  to  Oregon.  15.  We-have-been  spoken  to  often 
upon-the  origin  of  phonography,  which  we  likewise 
denominate  stenography. 


F".or>l  V"  Hook. 


73 


CHAPTER    XX. 

THE  F  OR   V  HOOK. 

139.  A  small  final  hook  may  be  attached  to  any  straight 
consonant,  on  its  circle  side,  to  represent  the  sound  of  f 
or  v.     (Line  i,  Reading  Exercise.) 

140.  The  f  hook  signs  in  Line  i  are  pronounced  pef, 
bef,  tef,  def,  chef,  jef,  kef,  gef,  ref,  and  hef.     Although 
the  hook  represents  f  or  v,  no  confusion  results,  the  first 
part  of  the  word  readily  suggesting  which  sound  is  needed, 
just  as  in  the  use  of  the  circle  for  ^  or  z. 

141.  They  or  v  hook  is  read  last,  and  the  use  of  it  is 
governed  by  precisely  the  same  rules  as  those  stated  for 
the  n  hook.      (Lines  2,  3,  4,  and  5.) 

142.  They  or.  v  hook  cannot  be  written  on  curves,  the 
end  of  curves  being  already  given  over  to  the  n  hook. 
Following  a  curve,  therefore,  the  f  or  v  stroke  must  be 
employed.      (Line  6. ) 

143.  F  or  v  hooked  stems  should  be  pronounced  after 
the  same  plan  as  the  n  hook  forms;  thus,  the  words  of 
Line  4,  unvocalized,  would  be  given  as  blef,  pref3,  glef 
or  g 'lev2,  strev-n  ',  bref-ar*,  and  d-iss-kev-ray? 


74  Pitman  Phonography. 

READING  EXERCISE. 


WRITING  EXERCISE. 

1.  Puff,  deaf,  chief,  dive,  calf,  proof,  brief,  scoff,  skiff. 

2.  Quaff,  grief,  surf,  heave,  grove,  crave,  clove,  achieve. 

3.  Strive,  turf,  dwarf,  tariff,  drive,  derive,  deserve,  hoof. 

4.  Reserve,  devote,  divide,  toughen,  behoove,  traffic. 

5.  Subserve,   graphic,  defeat,  province,  reproof,  refer. 

6.  Rebuff,    dative,    repave,    archive,    revery,    epitaph. 

7.  Giraffe,    rife,    upheave,    mischief,    mastiff,    divine. 

8.  Exhaustive,  votive,   positive,   starve,  arrive,  restive. 

9.  Incentive,  primitive,  bravery,  sensitive,  lithograph. 
10.  Buff,  bevy,  hove,  heavy,  survey,  Jove,  Java,  deify. 

144.  In  phrases,  the  f  or  v  hook  may  represent  of, 
have,  or  ever,  and  the  affixes  full  or  fully ',  and  live,  as 
illustrated  in  the  following  list. 


"  F"  or  "  F"  Hook. 

WORD  AND  PHRASE-SIGNS. 


75 


\ 


v L 


poverty        hopeful-ly        above          whatever      out-of     differ-ent 
hope-to-have    objective  -ence 


advance       whichever      who-mever     govern,     subjective    twelve 
ivhich-have      who-have          -ment 

3....|...... 1 ....../ _^ rl... 

attractive    said-to-have    suggestive     careful-ly         descriptive 


SENTENCE  EXERCISE. 

i.  We-will  strive  to  deserve  whatever  success  we  achieve. 
2.  Whichever  way  you  drive,  we-will  take  a  different 
course.  3.  Our  government  is  said-to-have  wise  tariff 
laws.  4.  Be-careful  to  use  aright  both  the  subjective  and 
objective  cases.  5.  I- hope-to-have  the  descriptive  circu- 
lars ready  on  Monday.  6.  Whoever  shall  relieve  the 
poverty  zw-the  province  will  deserve  praise.  7.  The 
army  will  advance  out-of-the  grove  hopeful  of  victory. 
8.  I-am  careful  of-the  scarf  and  pin  which-have-been 
given  io-me.  9.  As  was  said  above,  they  differ  much  in- 
the  manner  z'«-which  they  govern.  10.  As  you-will 
observe,  he  uses  suggestive  phrases  z'«-his  twelve  descrip- 
tive pages,  ir.  They  who-have  striven  for  victory  de- 
serve our  approval.  12.  There-is  some  difference  of 
opinion  relative  to-the  above  subject.  13.  You-should 
move  carefully  z'w-the  government  of-the  different  classes. 
14.  David  will  devote  his  time  to  defeat  the  enemy's 
advance  m-the  province.  15.  I  prefer  the-plan  to-which 
they  refer,  because  it-is  more  attractive  than  the  one  you 
suggest. 

— 


j6  Pitman  Phonography. 

CHAPTER  XXI. 

THE  HOOK  SHUN  OR  ZHUN. 

145.  A    large    final    hook  written   on   either   side  of 
straight,  and  on  the  inside  of  curved  letters,  represents 
the  sound  of  shun  or  zhun,   the  syllable  in  long-hand 
having  various  spellings,  such  as   lion,  sion,  dan,  etc. 
(Lines  i  and  2,  Reading  Exercise.) 

146.  While  the  shun  hook  may  be  written  on  either 
side  of  straight  strokes,  on  simple  consonants — that  is, 
consonants  without  a  circle  or  hook — there  is  some  advan- 
tage in  writing  it  on  the  side  opposite  the  vowel,  or  oppo- 
site the  the  accented  vowel,  if  there  are  two.    (Line  3.) 

147.  Following  a  double  consonant,  or  one  preceded  by 
a  circle,  the  shun  hook  is  generally  written  on  the  side 
opposite  the  initial  hook  or  circle.     (Line  4.) 

148.  Following  a  straight  stroke  which  springs  from  a 
curve,  the  shun  hook  is  written  on  the  side  opposite  the 
curve.      (Line  4,  last  two  words. ) 

149.  The  shun  hook  is  employed  in  the  writing  of  all 
words  ending  in  the  sound  of  shun  or  zhun,  except  when 
either  ending  is  preceded  by  two  vowel  sounds,  when,  to 
distinguish  from  other  words,  it  is  sometimes  necessary  to 
write  shen  or  zhen.     (Line  5.) 

150.  The  shun  hook  may  be  used  freely  in  the  middle 
of  words.      (Line  6.) 

151.  When  the  circle  iss  precedes  shun,  the  shun  hook 
is  expressed  by  continuing  the  circle  to  the  other  side  of 
the  stroke.   (Line    7.)     In  all  such  words  a  vowel  sound 


11  Shun"  Hook, 


77 


occurs  between  tss  and  shun  which  it  is  both  difficult 
and  unnecessary  to  express.  It  will  be  an  aid,  however, 
in  the  pronunciation  of  all  such  words  if  the  hook  is  called 
ishun  instead  of  shun.  The  outline  will  readily  suggest 
the  particular  sound  needed.  Apply  this  name  to  the 
hook  in  reading  Line  7. 

READING  EXERCISE. 


JL 

p-shun    b-shun  etc. 

sVo<oC  0 


$=>    J 


v_p 


WRITING  EXERCISE. 

1.  Option,  addition,  auction,  lotion,  oration,  fashion. 

2.  Evasion,  solution,  mention,  adoption,  occupation. 

3.  Reaction,  coercion,  sanction,  ambition,  pollution. 

4.  Mission,  equation,   provision,  isolation,  aspiration. 

5.  Fiction,  selection,  legation,  ammunition,  aversion. 

6.  Abrasion,    attrition,    exclusion,    diction,    elation. 


78  Pitman  Phonography. 

7.  Prostration,  affirmation,  abbreviation,  aggregation. 

8.  Dissipation,  depression,  designation,  exaggeration. 

9.  Emigration,   locomotion,  ascension,  exasperation. 
10.  Assassination, erudition, exportation, remuneration, 
ir.  Exultation,  inflammation,  substitution, exploration. 

12.  Irrational,     reactionary,     stationary,    revisionary. 

13.  Proportionate,    missionary,  initiation,  association. 

14.  Attention,    attenuation,    suppositional,    precision. 

15.  Acquisition,    civilization,    exposition,    sensational. 

1 6.  Cessation,  authorization,  prepositional, disquisition. 

WORD-SIGNS. 


i V--V- /..... / i2_ 

•~  .       objection      generation  Y    . .         revelation 

possession  imagination 

2       _/D_  !ii  .°\ 

~7^te«on"~"^^^ 


3\                                              / 
O , L Li 

subjection  suggestion    description       signifi- 

satisfaction  catioi 

SENTENCE   EXERCISE. 

i.  The  physician  gave  satisfaction  during  our  long 
affliction.  2.  I-shall  make  no  objection  to  any  suggestion 
you-make  at  our  next  session.  3.  His  description  of-the 
revolution  gave  us  much  information.  4.  The  suppression 
of  crime  zw-your  section  is-a  signification  of  improvement. 
5.  His  expression  flMhe  association  \vas-a  revelation 
io-me.  6.  The  auctioneer  has  my  deposition  z'w-his  pos- 


"  Shun"  Hook.  79 

session.  7.  I-have  much  aversion  for  those  in-fhis  gen- 
eration who  fail  to  practice  subjection  to-the  law .  8.  His 
imagination  leads  him  to  exaggeration  in-his  description 
of-the  exposition.  9.  I-will  give  expression  aMhe  lega- 
tion to  whatever  suggestion  yo\i-make.  10.  There-is 
much  signification  z'tt-his  objection  to-a  national  associa- 
tion, ir.  The  situation  at-\.\\e  station  gives  the  opposition 
but  small  satisfaction.  12.  I -shall  offer-a  proposition 
looking  to-the  suppression  of-the  sensation.  13.  The 
musician  shows  no  disposition  to  take  a  share  /«-the  rev- 
olution. 14.  It-is-an  imposition  to  place  him  in-such-an 
\\nfa\rposition.  15.  His  objection  to-my  suggestion  gave 
much  satisfaction  to-the  opposition  party. 


8o  Pitman  Phonography. 

CHAPTER   XXII. 

THE  CIRCLES  AND  LOOPS  FOLLOWING 
N,  F  OR   V,  AND  SHUN. 

152.  To  express  ns,  nsez,  nst,  or  nster  after  any  straight 
letter,  write  the  circle  iss  or  sez,  or  the  loop  steh  or  ster, 
on  the  n  hook  side,  as  shown  in  Line  i  of  Reading  Ex- 
ercise.    These  signs  are  read  pens,  pcnsez,  penst,  penster; 
kens,  kensez,  kenst,  kensler.     As  applied  to  p  and  k,  so 
the  circles  and  loops  may  be  applied  to  any  other  «  hook 
straight  stem.     To  distinguish  from  the  simple  iss,  ses, 
steh,  and  ster  on  the  opposite  side  of  straight  strokes, 
these  are  spoken  of  as  the  ns  and  nses  circles,  and  the 
nsteh  and  nster  loops. 

153.  Following  the  n  hook  curved  letters,  the  iss  circle 
may  be  written  inside  the  hook,  but  to  express  ses,  steh, 
or  ster,  in  all  such  cases,  the  hook  must  be  changed  to 
the  stroke  «,  as  in  Line  2.     These  forms  should  be  pro- 
nounced fens,  f-nses,  f-nst,  f -nster;    lens,   /-nses,   l-nsl, 
l-nster.     Following  the  other  curves,  the  forms  and  pro- 
nunciations would  be  upon  the  same  plan. 

154.  What  has  been  said  in  the  two  paragraphs  pre- 
ceding  refers  to  the  use  of  the  circles  and  loops  when 
they  occur  finally,  and  as  illustrated  in  Lines  3,  4,  5,  and  6 
of  the  Reading  Exercise.      When  the  sounds  ns  occur 
medially,  whether  after  a  straight  or  a  curved  stroke,  the 
circle  must  be  written  distinctly  within  the  hook,  as  in 
Line  7.     Not  to  do  so  after  the  straight  letters,  would  be 
to  destroy  the  n  representation  entirely,  as  the  simple  iss 
circle  has  been  allotted  this  medial  position  in  any  com- 
bination of  strokes. 


Circles  and  Loops  after  Hooks.  81 

155.  The  shun  hook  may  be  shown  after  the  ns  circle 
in  such  words  as  transition  and  dispensation,  by  continu- 
ing the  circle  to  the  opposite  side  of  the  stroke,  in  the 
same  manner  as  after  the  iss  circle  in   Chapter  XXI. 
(  Line  7,  last  two  words.  ) 

156.  To  express  s  after  the  f  or  v  and  shun  or  zhun 
hooks,  write  the  iss  circle  clearly  within  the  hook  after 
all  letters,  as  in  Lines  8  and  9.     The  ses,  steh  and  ster 
sounds  do  not  follow  f  hook  or  shun  hook  combinations. 

READING  EXERCISE. 

i\    ^     \     \   _    -^    _    ^ 

pus      puss        pnst      pnstr 


_ 

2  _ 

fns      fuss         fust      fnstr 

J-      /  .X  .  I 


Pitman  Phonography. 

WRITING  EXERCISE. 

1.  Towns,    dance,    coins,  bones,  bins,   gowns,  joins. 

2.  Fans,    lance,    fines,   vans,  runs,  earns,  announce. 

3.  Hens,  rinse,  prance,  skins,  glance,  screens,  grains. 

4.  Frowns,  thrones,  plains,  drowns,  inclines,  declines. 

5.  Guidance,    tokens,    residence,    pretense,    dispense. 

6.  Abandons,  explains,  refrains,  disciplines,  enshrines. 

7.  Lancer,  extensive, sponsor,  expansive,  remonstrance. 

8.  Pounces,    chances,    trances,    quinces,    excellences. 

9.  Against,   pranced,   evinced,  renounced,  dispensed. 

10.  Achieves,    heaves,    engraves,    deserves,    bereaves. 

11.  Editions,   distinctions,  dispositions,  dispensations. 

12.  Recessions,    vexations,     pulsations,     annexations. 
157.   Any  word-sign  ending  in  an  n  hook  to  express  the 

primitive  form  of  a  word,  may  be  modified  by  the  addi- 
tion of  s,  sez,  sfeh,  or  ishun,  to  provide  forms  for  the 
derivatives.  As  an  example,  note  below  the  signs  for 
generals  or  general^,  generalizes,  generalized,  gener- 
&\ization  ;  all  based  upon  the  sign  for  general. 

WORD-SIGNS 

i...  :.x..       i 

compliance     appearance  experience      remembrance         ^  once 


8_J_ / .O/ Z /___„ 

deliverance        generals-     generalizes  generalized     generaliz- 

ize  atiun 

»L_~-  -~:?-— -~~ 

organs-  organizes  organized  oryaniz-  consequence.       siynifi- 

ize                                            ation  cance 
begins 


Circles  and  Loops  after  Hooks.  83 

SENTENCE  EXERCISE. 

r.  The  organization  begins  work  as  announced.  2.  His 
generalization  of-the  subject  was  in  compliance  with-iny 
plans.  3.  The  generals  at-once  organized  the  army  for- 
the  defense.  4.  His  experience  is  in  line  with-my  remem- 
brance of-the  dance.  5.  His  appearance  at  my  residence 
had  no  significance  whatever.  6.  Our  deliverance  from- 
the  evil  was  in  consequence  of-your  careful  guidance. 
7.  He  generalized  too  much  zw-his  descriptions  of-the 
organizations.  8.  She  evinced  a  desire  to  organize  a  class 
in  French.  9.  There-is  much  significance  z'w-the  prince's 
strange  appearance.  10.  When  she  describes  the  plans, 
she  generalizes  too  freely.  II.  His  experiences  aMhe 
expensive  dance  are  of  no  consequence  to-;«^.  12.  By 
special  dispensation,  she  remains  a  member  of-the  organ- 
ization. 13.  Go  at-once  and  assist  John  Jones  in  com- 
pliance with-the  general's  wish.  14.  The  spinster  and 
her  kinsman  deserve  to  belong  to-the  organization.  15. 
The  minister  and-the  punster  experienced  different  sensa- 
tions upon  listening  to-the  missionary^  descriptions. 


84  Pitman  Phonography. 


CHAPTER  XXIII. 

THE  HALVING   PRINCIPLE  APPLIED  TO 
UNHOOKED  STROKES. 

158.  Any  light  stroke,  except  hay,  may  be  made  half 
its  usual  length  to  add  the  sound  of  /.      (Line  i,  Reading 
Exercise.) 

159.  Any  heavy  stroke,  except yay,  way,  emp,  and  ing, 
may  be  made  half  its  usual  length  to  add  the  sound  of  d. 
Yay,  way,  emp,  and  ing  being  out  of  the  way,  /,  r,  m,  and 
n,  in  half-length  form,  may  be  shaded  to  add  d.    (Line  2.) 

160.  The  light  half-lengths  in  Line  I  are  pronounced 
pet  or  ept,  let,  chet  or  echt,  ket  or  ekt,  ret,  fet  or  eft,  thet, 
est,  shet  or  esht,  let  or  elt,  *ert,  met  or  emt,  net  or  ent. 
The  heavy  half-lengths  in  Line  2  are  given  as  bed  or  ebd, 
ded,  jed  or  ejd,  ged  or  egd,  ved  or  evJ,  thed,  zed  or  ezd, 
zhed,  eld,  erd,  med  or  emd,  ned  or  end.     Where  a  half- 
length  has  two  names,  the  first  is   used  when  a  vowel 
sound  occurs  between  the  consonant  and  its  added  /or  d, 
the  second  when  the  vowel  sound  precedes  the  half-length; 
thus,  pat  is  pet* ,  apt  \sept*. 

161.  The  /  or  d  which  is  added  by  halving  is  always 
read  last,  except  that  a  circle  or  loop  may  be  read  after  it. 
All  third-position  half-lengths  are  below  the  line.  (Lines 

3,  4,  5-) 

162.  When  a  vowel  sound  follows  /  or  d  at  the  end  of  a 
word,  or  two  vowel  sounds  precede  t  or  d,  the  halving 
principle  cannot  be  employed,  it  being  necessary  to  use 
the  stroke  forms.      (Line  6,  first  three  words.) 


Half-Lengths.  85 

163.  Ray  is  never  halved  when  standing  alone,  and   it 
is  not  expedient,  under  any  circumstances,  to  halve  hay; 
therefore,  such  words  as  rate,  write,  hat,  hide, etc. ,  should 
be  given   full  consonant   expression.     The  heavy   half- 
lengths  eld  and  erd  must  not  be  used  when  a  vowel  sound 
occurs  between  /  or  r  and  the  added  d.     Such  words  as 
load,  lead,  rod,  and  rude  must  be  written  as  shown  in 
Line  6. 

164.  L  halved  and  shaded  to  add  d  is  always   made 
down;  light  /  halved  to  add  t  may  be  made  either  up  or 
down.    (Line  7,  first  three  words. ) 

165.  When  a   light   consonant   is   followed  by  d,  or  a 
heavy  one  by  /,  the  halving  principle,  as  a  rule,  must  not 
be  employed,  but  the  stroke  forms  for  d  and  t  used.  (Line 
7.)     This  statement  applies  to  words  of  one  syllable. 

166.  Nor  must  the  halving  principle  be  applied  when 
the  stroke  to  be  halved  makfes  no  angle  with  the  stroke 
which  it  follows  or  precedes.     Such  words  as  fact,  looked, 
and  tighten  must  be  written  in  full  as  shown  in  Line  8, 
first  three  words. 

167.  Generally  in  words  of  two  or  more  syllables,  a 
light  letter  may  be  shortened  to  add  d,  and  a  heavy  one 
to  add  t,  as  in  Line  8,  last  three  words. 

168.  To  preserve  a  half-length   which   expresses   the 
primitive   form  of  a  word,  the   portion   of  the    outline 
expressing  the   derived   word   must   be   sometimes  dis- 
joined, as  in  Line  9,  first  three  words. 

169.  The  stroke  s  when  shortened  may  be  struck  up- 
ward when  it  cannot  be  made  in  its  natural  direction. 
(Line  9,  last  three  words.) 

170.  The  frequently  recurring  endings  ted  and  ded  are 
represented    by    the    half-length   /  and    d   respectively, 


86  Pitman  Phonography. 

disjoined  if  they  make  no  angle  with  the  preceding  stroke. 
(Line  10. ) 

READING  EXERCISE. 
1\       I      /  /v_()>'r>\,-vv^ 

pt       tt     cht        kt        rt         ft     tht   st   sht    It       rt    mt     nt 

3\             I          /  (.          f         }        )       f         ~\     * 

\  I          /  V.        1.          )     J  1    r~v       s— ' 

bd      dd    jd          yd  vd    thd   zd  zhd   Id      rd   ind     nd 

—  „.        (•  .  ... 

O  «°\  o  ..  ^-D 

5 <±-    .^  .. v I...    \, ...:..... 

6     k.    _V.         S  _        P(          ^  S\ 

7  : " 

7_:H.     v 

V 


r"i;  i,  ^,. 


._c, 

171.  To  describe  properly  the  consonant  outlines  of 
half-length  words,  the  syllabic  plan  of  pronunciation 
should  be,  again,  closely  adhered  to.  For  example,  de- 
scribe thought  as  thef1,  viewed  as  veds,  remote  as  ar-met*t 
duplicate  as  d-ple-ket 3,  uncertain  as  n-iss-ret-n 2,  etc.  From 


Half-Lengths.  87 

the  foregoing  examples,  it  will  appear  that  when  t  or  d 
occurs  in  the  same  syllable  with  the  consonant  preceding, 
that  cousonaut  will  be  halved  to  express  the  /  or  d. 

WRITING  EXERCISE. 

1.  Pat,  act,  kite,  chat,  bode,  dead,  toot,  fates,  thought. 

2.  Viewed,  eased,  shout,  light,  sold,  sort,  soared,  meet. 

3.  Mad,  nets,  Ned,  end,  slate,  sailed,  seared,  aimed. 

4.  Felt,   failed,  pocket,  poked,  bolts,  violet,  reviled. 

5.  Repeats,  accent,  insert,  suspect,  results,  pheasants. 

6.  Remote,  shocked,  report,  exports,  import,  circuit. 

7.  Submits,   educate,   innocent,   precepts,  duplicates. 

8.  Protract,    reciprocate,   retract,   dispute,    populates. 

9.  Assault,  assimilate,  adept,  tact,  crescent,  necessitate. 

10.  Lubricate,  searched,  absurd,  unexcelled,  deplored. 

1 1.  Ratify,  sentence,  actual,  catalogue,  mutual,  judicial. 

12.  Eastern,    certify,    fitful,  esteem,    madam,  Indiana. 

13.  Uncertain,    arithmetic,    systematic,     inhospitable. 

14.  Estimate,    cutlet,    moderate,    indicate,    legitimate. 

15.  Medley,    phonetic,    intends,    esteemed,    ultimate. 

16.  Recounted,  pounded,  illustrated,  edited,  instituted. 

17.  Kate,  Kitty,  mat,  motto,  vacate,  cooked,  deed,  diet. 

172.  Since  the  halving  principle  adds  t  to  the  stroke 
preceding,  advantage   may  be  taken  of  the  principle  to 
add  the  word  it  to  a  preceding  word  by  halving  its  out- 
line, as   in  the  phrase-signs  if-it,  for-it,  have-it,  in-it, 
shown   in   the   following   list.       This   principle   may   be 
applied  further  upon  the  discretion  of  the  writer. 

173.  The  words  about,  date,  doubt,  got,  and  get  are 
included  in  the  word-sign  list  because  they  are  irregular 
forms,  a  t  being  added  to  a  heavy  stroke. 


88  Pitman  Phonography. 

174.  Any  word-sign  previously  learned  may  be  halved 
to  add  the  sound  of  t  or  d;  thus,  p 3  halved  is  hoped,  n  3 
halved  and  shaded  is  owned,  ish  1  halved  is  wished,  etc. 
The  past  tense  is  thus  formed  of  any  verb  represented  by 
a  word-sign. 

WORD  AND  PHRASE-SIGNS. 

-  V. 


about       date     doubt       quite      could     got     get,     if-it  for-it 

good 


after        have-it     that      without      world, hold,     Lord        yard 

held 

3 ^ .-^ _-^- ^r... 

immediately     somewhat         not,          nature      -under       hand 
in-it         .  owned 

SENTENCE   EXERCISE. 

I.  About  what  date  do-you  intend  to  meet  him  ?  2.  I 
doubt  not  he-will  reciprocate  immediately.  3.  If-it-is-not 
too  much  trouble,  let  me  see  that  catalogue.  4.  He-was 
quite  good  in  nature  study,  but  he  failed  in  arithmetic. 
5.  I-hope  that-you-can  get  the  coat  from-the  madam.  6. 
//"-you  come  for-it  immediately,  you-;#<y-have-it.  7.  He 
put  his  hand  z;/-his  pocket  and  got  out  a  cent.  8.  The 
world  is  somewhat  better  now  than  zw-that  remote  genera- 
tion. 9.  We  could-not  get  along  aMhe  hospital  without 
Ned.  10.  After  that  report  we-had  no-doubt  about-the 
fact.  ii.  Under  dateof-the  first,  I  wrote  that  I-could-not 


Half-Lengths.  89 

meet  him  before  Monday  night.  12.  He  wished  to-have 
a  hand  in-it,  but  we  could-not  educate  him  toit.  13. 
He-is  somewhat  uncertain  about-the  nature  of-the  bill  to 
be  acted  upon.  14.  I  quite  agree  that-the  act  can-not-be 
passed  after  that  date  without  his  support,  15.  If-it 
could-be  bought  immediately,  I-could  afford  to  pay  that 
price  per-yard  for-it. 


90  Pitman  Phonography. 


CHAPTER  XXIV. 

THE  HALVING  PRINCIPLE  APPLIED  TO 
HOOKED  STROKES. 

175.  Any  light  /  or  r  hook  double  consonant  may  be 
halved  to  add  the  sound  of  /  in  words  of  one  syllable, 
and  the  sound  of  /  or  d  in  words  of  more  than  one  syl- 
lable.    (Line  I.) 

176.  Any  shaded  /  or  r  hook  double  consonant  may  be 
halved  to  add  the  sound  of  d  in  words  of  one  syllable, 
and  the  sound  of  d  or  t  in  words  of  more  than  one  syl- 
lable.     (Line  2. ) 

177.  Single  syllable  words  ending  in  d,  preceded  by  a 
light  I  or  r  hook  double  consonant;  or  ending  in  t,  pre- 
ceded by  a  shaded  /  or  r  hook  double  consonant,  must  be 
written  in  full,  as  shown  in  Line  3.    Some  few  exceptions 
may  be  made  to  this  rule,  in  such  common  words  as  trade 
and  great,  last  two  in  Line  3. 

178.  Final  hooked  consonants,  whether  light  or  heavy, 
my  add  t  or  d  freely  in  all  kinds  of  words;  thus,  in  Line  4, 
the  first  word   may  be  either  tent  or  tend;   the  second, 
plant  or  planned;   the  third,  spent  or  spend,  etc.,  the 
context  being  safely  relied  upon  for  the  choice  of  the 
proper  word.     The  added  t  or  d  reads  after  a  final  hook, 
but,  again,  before  a  final  circle.     (Line  4. ) 

179.  Shortened  /,  r,  ;#,  and  n  with  a  final  hook  need  not 
be  shaded  to  add  d,  as  was  the  case  with  the  unhooked 
forms.     (Line  5.) 


Half -Lengths.  9 1 

180.  Shortened  in  and  n  with  an  initial  weh  hook  are 
not  shaded  to  add  d.     To  shade  them  would  be  to  cause 
interference  with  half-length  mr  and  nr.     (Line  6.) 

181.  Emp,  which  was  not  shortened  as  a  simple  con- 
sonant, may  be  halved  when  followed  by  the  n  hook,  in 
such  a  word  as  impend.     (Line  6,  last  word. ) 

READING  EXERCISE. 


.p_ 


-o 


182.  In  order  to  preserve  the  proper  pronunciation  for 
the  half-lengths,  the  following  words  are  again  suggested 
as  a  guide:  Fleet  is  described  asy?^1,  blade  as  bled*, 
doubled  as  d-beld*t  pamphlet  as  p-m-flet*,  sprint  as 
iss-prenf1,  strands  as  iss-trends*;  in  each  instance,  again, 
sounding  the  £.or  a?  in  the  same  syllable  with  the  conso- 
nant which  is  halved  to  add  the  /  or  d.  In  preparing  the 
following  exercise,  pronounce  the  consonant  outline  of 
each  word  before  writing  it. 


92  Pitman  Phonography. 


WRITING  EXERCISE. 

1.  Fleet,  trait,  fright,  plot,  clot,  threat,  trite,  Pratt. 

2.  Uttered,    offered,     betrayed,    entitled,    prospered. 

3.  Blade,  broad,  greed,  dried,  glad,  saddled,  soldered. 

4.  Gathered,  measured,  migrate,  virtuous,  gratefully. 

5.  Bound,  rent,  craft,  stand,  sprint,  gland,  blind,  print. 

6.  Grunt,  screened,  appoint,  suspend,  raft,  approved. 

7.  Drifts,  friends,  brands,  finds,  accounts,  plants,  vents. 

8.  Lint,  lends,  mount,  mounds,  went,  winds,  around. 

9.  Impugned,  dampened,  secretary,  tendency,  country. 

10.  Freedom,  credible,  authentic,  mountain,  ventures. 

11.  Displayed,  pamphlet,  retreat,  hammered,  arbitrate. 

12.  Degrade,  democrat,   traveled,   refund,  disappoints. 

13.  Moments,  husband,  ancient,   expedient,  residents. 

14.  Apparent,   fragrant,  amusement,    encouragements. 

15.  Extent,  identify,    pavement,    element,    incidental. 

1 6.  Protect,  cultivate,  gratified,  candidate,  respondent. 

17.  Treatment,  abundant,  standard,  gratitude,  Atlantic. 
183.   Not  or  hand  may  be  phrased  to  a  word  by  halving 

it  and  adding  the  n  hook,  as  shown  in  the  following  list,. 
The  n  hook  may  also  represent  not  after  the  tick  or,  to 
get  or  not.  Can  must  never  be  halved  to  add  not,  but, 
instead,  the  two  signs  for  can  and  not  must  be  phrased  to 
make  cannot.  A  word  may,  likewise,  be  halved  to  add 
to,  as  in  the  phrase  able-to  below. 

WORD  AND  PHRASE-SIGNS. 


partic-        oppor-     part     build    able-to    behind   be-not  toward 
•ular-ly       tunity 


Half -Lengths. 


93 


at-hand     did-not    do-not      had-not      child     gentle-     gentle- 

men        man 


8... 


.A.. 


accord-      are-not        if -not       have-not      virtue    through-     was- 
ing-ly  out       not 


will-not      may-or-am       move-       in-order-to       conse-         signifl- 

not         ment  quent             cant 
amount 

5    _                            6^  "^                    a-° 

"T" 

we-are-        were-      on-either-          on-the-  on-the-     as-great- 

not           not             hand    other-hand     one-hand  as 


SENTENCE   EXERCISE. 

I.  I-am-not  particular  //"-you  do-not  pay  the  rent  imme- 
diately. 2.  The  gentleman  bought  a  part  of-the  lands 
in-order-to  farm  it.  3.  On-the-one-hand,  we-have-not 
had-an  opportunity  to  accompany  our  friends.  4.  On- 
the-other-hand,  we-do-not-think  we  should-have  cared 
to-do-so,  had-the  opportunity  been  at-hand.  5.  I-will- 
not  stand  behind-the  gentleman  throughout-the  exercises. 
6.  Be-not  afraid  to  venture  toward-the  strand;  he-will 
protect  you.  7.  You-will-not  find,  on-either-hand,  any 
tendency  to  prevent-\ke  movement.  8.  We-were-not 
able-to  take  part  zw-the  event,  so  we  acted  accordingly. 
9.  The  amount  she  gave  to-the  fund  was-not  as-great-as 
that  given  by  her  husband.  10.  ff-you  do-not  come 
around  according  to  promise,  the  gentleman  will-not  pay 


94  Pitman  Phonography. 

his  account.  n.  Her  plan  had-not  much  virtue,  so 
I-did-not  lend  my  hand  to-the  movement.  12.  Will-you 
accompany  us  to-the  mountain  ?  If-not,  we-are-not  in- 
clined to  disappoinl-\he  gentlemen.  13.  Robert  thinks 
he-may-not-be  entitled  to  any  part  of-the  amount.  14. 
The  candidate  hopes  to-be-able-to  build  a  cottage  ^j'-the 
Atlantic  Ocean.  15.  In-order-to  succeed  z«-this  move- 
ment, we-w«5/  have-the  encouragement  of  all,  particu- 
larly our  friends. 


Double- Lengths.  95 

CHAPTER   XXV. 

THE  DOUBLING  PRINCIPLE. 

184.  Any  curved  stroke,  except  emp  and  ing,  may  be 
made  double  its  usual  length  to  add  any  one  of  the  syl- 
lables ter,  der,  or  ther.     The  added  syllable  always  reads 
last,  except  that,  again,  the  circle  may  read  after  it.     A 
decided  vowel  sound  in  the  added  syllable,  such  as  u  in 
future  and  i  in  entire,  may  be  expressed  by  striking  the 
diphthong  sign  through  the  end  of  the  double-length;  or,, 
in  the  case  of  a  dot  or  dash  vowel,  employing  the  principle 
of  intervocalization.    The  double-lengths  in  Line  i  of  the 
Reading  Exercise  add  ter,  in  Line  2  they  add  der,  and  irt 
Line  3,  ther. 

185.  The  curve  emp  or  emb  is  lengthened  to  add  er;: 
the  curve  ing,  to  add  ker  or  ger.     (Line  4.)      A  slanting 
or  vertical  double-length  stroke,  in  first  position,  rests  or> 
the  line;  in  second  position,  goes  half  way  through  the 
line  ;  and  in  third  position,  two-thirds  through  the  line. 

186.  When  tr,  dr,  or  thr,  is  followed  by  a  vowel  sound, 
the  doubling  principle  cannot  be  employed,  but,  instead, 
the'  double  consonant  forms  must  be  used.     In  Line  5, 
note  the  difference  between  center  and  sentry,  winter  and 
wintry. 

187.  The  straight  strokes  are  never  doubled,  except  k> 
which,  following  another  stroke,  may  be  lengthened  to. 
add  tr,  as  heard  in  the  syllables  tor  and  ture,  in  such 
words  as  factor  and  structure.     (Line  5. ) 

188.  Two  curves  of  different  lengths,  forming  no  anglex 
must  be  disjoined.     (Line  5,  last  word. ) 

189.  In  naming  the  double-length  outlines,  they  should 
be  pronounced  in  such  a  way  as  to  indicate  the  use  of 


96 


Pitman  Phonography. 


the  doubling  principle;  thus,  matter  should  be  given  as 
metier,  not  m-ter;  render  as  ray-ender,  not  ray-n-der; 
mother  as  mether,  not  m-ther.  The  latter  forms  of  pro- 
nunciation would  indicate  the  use  of  the  double  con- 
sonants tr,  dr,  and  thr. 

190.  To  form  the  past   tense  of  words  which,  in  the 
present  tense,  are  expressed  by  the  doubling  principle, 
add  d.     When  d  makes  no  angle  with  the  lengthened 
stroke,   as  in    the  word  ordered,  the  half-length  double 
consonant  must  be  used.      (Line  6. ) 

191.  Such  words  as  painter,  counter,  lender,  founder, 
which  are  derivatives  of  paint,  count,  lend,  and  found, 
should  not  be  expressed  by  the  doubling  principle,  but, 
instead,   ar  should   be   affixed   to   the   primitive  forms. 
(Line  7.)      This  plan   of  preserving  unaltered  the   sign 
for  the  primitive  word,  in  the  formation  of  derivatives, 
should  not  be  departed  from  except  where  a  bad  outline 
results. 

READING  EXERCISE. 


WRITING  EXERCISE. 

1.  Latter,    meter,    Easter,    shatter, .  softer,    slaughter. 

2.  Cinder,  slender,  render,  yonder,  defender,  calender. 

3.  Weather,  another,    smother,   feathers,    forefathers. 

4.  Chambers,   encumber,  limber,  slumbers,  plumper. 

5.  Anchor,  stronger,  hanker,  Bangor,  finger,  franker. 

6.  Anderson,  central,  hindrance,  literally,  maternal. 

7.  Thither,  lethargy,  tinker,  clamber,  jumper,  alter. 

8.  Senator,  anthracite,  interfere,  entertain,  interview. 

9.  Intervene,  enterprise,  interest,  introduce,  interim. 

10.  Walter,  swelter,  laughter,  asunder,  pamper,  umber. 

11.  Distemper,   angered,   murdered,    picture,  director. 

12.  Further,  simper,  temperament,  flattered,  lectured. 

13.  Interpretation,  remainder,  reporter,  scamper,  filter. 

14.  Intersect,  materialize,  juncture,  prompter,  drinker. 

15.  Interwoven,  interrupt,  remitter,  dissenter,  bumper. 

16.  Spelter,  obliterate,  disorder,  intercede,  cucumber. 

17.  Rancor,  weathered,   intercourse,  halter,  engender. 

192.  The  words  their,  there,  and  other,  each  of  whose 
consonant  expression  is  thr,  may  be  phrased  with  the 
preceding  word  by  means  of  the  doubling  principle.  The 
commonest  examples  of  such  phrases  are  shown  in  the 
following  list.  A  wider  use  of  this  principle  is  possible, 
and  similar  combinations  will  suggest  themselves  to  the 
student  as  he  progresses. 

7 


98  Pitman  Phonography. 

WORD  AND  PHRASE-SIGNS. 


1. 

vn-iter      rather       if -there 

or  their      for-there    have-there 

or  their         or  their       the-other 


-there          matter      in-there   some-other  when-there 
was-there    or  their     may-there   any-other  or  their 

or  their 

SENTENCE  EXERCISE. 

I.  If-there-is  a  letter  from  mother,  take  it  to-trie-other 
room.  2.  It-matters-not  whether-fae  one  or-the-other 
is-the  stronger.  3.  When-there-is-an  opportunity,  we- 
will  attend-the  lecture  at  Bangor.  4.  Walter  and  some- 
other  boy  engaged  in  laughter  a/-the  Easter  festival. 
5.  Was-there  any  action  taken  6y-the  senators  in-their 
interest?  6.  Have-there-been  any  interviews  with  An- 
derson and  Alexander?  7.  For-their  interest,  I-did-not 
interfere  in-their  enterprise.  8.  Will-there-be  a  new 
director  appointed  before-the  lectures  begin  ?  9.  I-do- 
•aoi-know  of  any-other  statement  t/tan-ihe  one  rendered 
£y-the  legislator.  10.  This  will  introduce  -my  father, 
who,  in-future,  will  manage  my  entire  business,  n.  It- 
is-a  difficult  matter  to-have -their  letters  delivered  sooner. 
12.  I-do-not-know  whether  there-is  another  lecture,  neither 
do  I  care.  13.  The-other  day  when-I-was-there,  I  wan- 
dered over-the  entire  city.  14.  The  banker  gave  orders 
to  erect  a  structure  in  some-other  part  of-the  town.  15. 
The  painter  of-the  picture  is  blamed  for-the  murder  which 
occurred  the-other  day  z«-the  wilderness. 


Prefixes.  99 


CHAPTER  XXVI. 

THE  PREFIXES. 

193.  The  prefix  con,  com,  or  cog  is  expressed  by  placing 
a  dot  in  front  of  the  remainder  of  the  word,  as  shown  in 
Line  I  of  the  Reading  Exercise.  *•• 

194.  When   any  one  of  these  syllables  occurs  in  the 
middle  of  a  word,  as  in  decompose  and  reconcile,  it  is 
indicated  by  disjoining  the  part  of  the  outline  following 
com,  con,  etc.,  from  the  part  preceding,  and  writing  the 
two  parts  close  together.     (Line  2.)     When  com  at  the 
beginning  of  a  word  is  preceded  by  a  vowel  sound,  as  in 
the  word  accommodation,  the  consonant  k  is  expressed,  as 
shown  in  Line  2,  fifth  word.     This  plan  really  duplicates 
the  k  sound  as  heard  in  the  syllable  com,  but  there  is  no 
satisfactory  alternative   in   such   words.     Following  the 
same  plan,  con,  com,  or  cog,  at  the  beginning  of  a  word, 
may  be  sometimes  indicated  by  writing  the  word  close  to 
the   preceding   character   or   outline,   as   in   the   phrase 
I-must-confess,  last  in  Line  2. 

195.  The  prefix  contra,    contri,   contro,  or  counter  is 
expressed  by  a  chay  tick  written  in  front  of  the  remainder 
of  the  word.     (Line  3.) 

196.  Self  or  circum  is   expressed  by  writing   a  small 
circle  before  the  outline  proper,  in  the  second  position; 
or,  in  such  words  as  self-control,  in  front  of  the  outline,  to 
take  the  place  of  the  con  dot.     (Line  4. ) 

197.  The  syllables  in,  en,  and  un,  as  prefixes,  are  ex- 
pressed before  spr,  sir,  and  skr  by  a  small  backward  hook, 


100 


Pitman  Phonography. 


as  shown  in  Line  5.  This  small  initial  hook  for  n  may 
be  likewise  employed  before  the  iss  circle  on  certain 
curves,  as,  for  example,  in  such  combinations  as  nsl,  nsr, 
and  nsish,  where  an  awkward  outline  would  result  if  the 
stroke  n  were  written.  (Line  5.) 

198.  Magna,  magne,  or  magni  is  represented  by  the 
stroke  m  disjoined  from  the  remainder  of  the  outline. 
(Line  6.) 

199.  A  vowel  sound  in  a  prefix,  even  though  accented, 
does  not  control  the  position  of  the  word;  it  is  then  the 
first  expressed  vowel  which  determines  the  place  of  the 
outline.     Note  the  word  counterfeit  in  Line  3,  and  all  the 
words   in  Line  6.     As  a  matter  of  fact,  the  prefix  words 
may  be  freely  written  upon  the  line,  without  regard  to 
vowel  sound. 

READING  EXERCISE. 


U 


2 
8 

\ 
C 

•& 

>        f        "¥      ^ 

S^            l°S               U               Vo 

t_                       ^O 

4 

i 

..\ 

V 

s~^>. 

j    Y      ^     -^   ^ 

/              '                      oVj            p/  :    n                       

B 

\ 

/      ^A                             ^                     y 

/                   4\       \_o     fjy 

6 

^ 

^-*>            L_        J-N,      '^^r-6 

It 

Prefixes.  101 


WRITING  EXERCISE. 

1.  Consign,    conduce,    conveyance,   confer,    conflicts. 

2.  Conspiracy,    constancy,    conservatism,    compelled. 

3.  Commit,  compass,  convict,  compensate,  combine. 

4.  Complicate,   congratulate,  constraint,   complained. 

5.  Recognize,    misconceive,    unconcern,    inconstant. 

6.  Recompense,  incomplete,  reconstruct,  unconscious. 

7.  Commodity,    cognomen,     inconceivable,    consent. 

8.  Contradict,  countermarch,  counterpart,  controversy. 

9.  Counteract,    countermine,    contravention,    convey. 

10.  Self-esteem,  self-sacrifice,  self-evident,  self-taught. 

11.  Circumspect,  circumflex,  circumjacent,  self-made. 

12.  Contribution,  self-contain,  circumnavigate,  insult. 

13.  Insuperable,    instrument,    unscrupulous,   insecure. 

14.  Enslave,     insurrectionary,     instructor,    insatiable. 

15.  Magnified,  magnificence,  magnifier,  magnanimity. 


WORD  AND  PHRASE-SIGNS 

.A..      JL-    _..!_      JL.     ..1... 

inexperience   construction   instruction    circumstance    circum- 
stantial 

JL 1 L_ 

consider    inconsiderate  condition      inscription          conclude 


.!\ J. J. .!!_ 

conversation     selfish        unselfish        concern  in-some 


IO2  Pitman  Phonography. 

SENTENCE  EXERCISE. 

i.  He-is  inexperienced  zw-the  construction  ot-such 
instruments.  2.  Under-the  circumstances,  the  instructor 
offers  the  best  possible  instruction.  3.  I  consider-the 
conditions  too  complicated  for  us  to  fulfill.  4.  She  was 
very  inconsiderate  in  her  conversation  with-me.  5.  In- 
some  particulars,  the  selfish  man  showed  much  concern 
about-the  counterfeit  money.  6.  I-must  conclude  that-he 
displayed  much  inexperience  z«-the  controversy.  7.  The 
inscription  on-the  tablet  is  incomplete  in-some  details.  8. 
According  to-the  conditions,  those  engaged  /w-the  insur- 
rection must  be  enslaved.  9.  I  consider  that-I-was 
insulted  during-the  conversation.  10.  That  selfishness 
leads  to-a  loss  of  self-esteem  is  ^{-evident  to  all.  1 1.  In- 
consideration  of-the  circumstances,  you-must  contradict 
the  unscrupulous  clerk.  12.  I-cannot  conceive  why  they- 
are-not  concerned  about-the  instruction.  13.  The  gov- 
ernment has  reached-the  conclusion  that,  under  present 
conditions,  the  goods  must  be  declared  contraband.  14. 
In-some  future  conversation,  we-shall  consider-the  stand- 
ing of-that  concern.  15.  I  consider  that-the  construction 
of-the  hall  was  begun  uuder-the  most  favorable  circum- 
stances. 


Affixes.  103 


CHAPTER  XXVII. 

THE  AFFIXES. 

200.  The  affix  ing,  when  it  is  a  distinct  syllable,  may 
be  expressed  by  writing  a  dot  immediately  behind  the 
outline  proper.     The  dot  ing  in  no  way  supersedes  the 
stroke  ing;  it  merely  provides  a  better  expression  for  the 
writing  of  the  syllable  ing  after  certain  forms,  especially 
word-signs,  than  is   provided   by   the   stroke.     (Line  I.) 
Such  words  as  bring,  spring,  and  fling  must  end  in  the 
stroke  ing,  because  the  ing  does    not  form   a   separate 
syllable.    The  ing  in  the  words  laying  and  taking  may  be 
expressed  by  either  the  dot  or  stroke.     (Line  2.) 

201.  To  summarize,  it  might  be  stated  that  the  stroke 
ing  must  be  used  in  all  words  in  which  ing  is  not  a  dis- 
tinct syllable;  that  when  ing  is  a  distinct  syllable,  either 
the  stroke  or  dot  may  be  used;  but  that  after  word-signs, 
or  consonants  with  which  the  stroke  ing  makes  no  angle, 
the  dot  is  preferred,  because  it  preserves  unchanged  the 
first  form  of  the  sign. 

202.  The  plural  ings  may  be  represented  by  a  small 
circle;  the  phrase  ing-the,  by  a  chay  tick,  written  behind 
the  word,  as  in  Line  3. 

203.  Ing  may  also  be  implied  at  the  end  of  a  word  by 
writing  the  following  sign   close  to  the  word  ending  in 
ing;  thus,  the  phrase  thanking-you,  last  in  Line  3. 

204.  The  affix  ly  may  be  expressed  by  the  disjoined  /, 
when  to  join  it  would  make  an  awkward  combination. 
(Line  4.) 


IO4  Pitman  Phonography. 

205.  The  endings  -l-ty  and  -r-ly,  usually  reading  ility, 
alify,  arity,  and  erity,  are  indicated  by  disjoining  the 
consonant  coming  immediately  before  the  ending  ility, 
etc.     The  rest  of  the  outline  will  readily  suggest  which 
particular  ending  is  needed  to  form  the  word.    (Line  5.) 

206.  Self  as  an  affix  is  expressed  by  a  small  circle,  dis- 
joined if  necessary.      The  sez  circle  represents  selves. 
(Line  6.) 

207.  Ship  is  represented  by  disjoined  ish.     (Line  7. ) 

208.  Fulness  is  indicated  by  disjoined  f-iss;  lessness  by 
disjoined  l-iss;  ble  and  ful,  by  simple  b  and  f  joined, 
when  bl  and_/?  cannot  be  written. 

READING  EXERCISE. 


U     _-L., 


c— 


& 


r*" 


r     t 

MI::  Jk 


-> 


Affixes.  105 

WRITING  EXERCISE. 

1.  Buying,    putting,    coming,   willing,    remembering. 

2.  Beings,  buildings,  engravings,  fittings,  proceedings. 

3.  Thinking-the,  making-the,  hoping-the,wishing-you. 

4.  Meanly,    bluntly,    chiefly,   briefly,   finely,  plainly. 

5.  Suitability,  futility,   barbarity,   liability,   frugality. 

6.  Vulgaritv,  individuality,  debility,  finality,  vitality. 

7.  Instrumentality,    fidelity,    punctuality,    affability. 

8.  Regularity,     ductility,    prosperity,     expansibility. 

9.  Herself,  thyself,  oneself,  itself,*  courtship,  lordship. 
10.  Clerkship     partnership,    citizenship,     fellowship. 

Hopefulness,    carelessness,    mindfulness,    sensible. 
12.  Advisable,     responsible,     successful,     disgraceful. 

SENTENCE   EXERCISE. 
(A  GENERAL  WORD-SIGN  REVIEW.) 

I.  I  myself  am-not  aware  that-the  people  are-not 
satisfied  vi\\.\\-these  conditions.  2.  T/iey-l\ave  given  them- 
selves much  concern  about-the  advanced  principles  of 
stenography.  3.  We  should-not  subject  ourselves  to 
those  influences  which,  I-am-sure,  have-no  religious  value 
whatever.  4.  A  number  of  members,  together  with  your- 
self, must  remember-the  rules  of-the  organization,  and 
carefully  practice  them.  5.  I-had-the  pleasure  of  hearing 
an  extraordinary  speech  the-other  day,  the  subject  of- 
which  was  "Christian  Liberty."  6.  Several  important 
improvements  will-have-to-be-waa^  immediately  in  pho- 
nography in-order-to  improve-the  instruction  «»-this  sub- 
ject. 7.  7w-his  remarks,  he  spoke  of  several  conditions 

*  Itself  is  written  through  the  line  to  distinguish  from  its  and 
it-is. 


io6  Pitman  Phonography. 

which,  in-my  opinion,  apply  equally  well  to  every  move- 
ment of-this  description.  '\  8.  It  gives  me  considerable 
pleasure  to  put-you  in  possession  of  all-the  information 
you  wish  to-have  concerning  \.\\a.t  position.  9.  It  appears 
to-me  that  unless  you-can  meet  all-the  objections  which 
they-may  advance,  you-will  surely  lose  whatever  advan- 
tage you  have  already  secured.  10.  Though  I-did-not 
agree  with-them  zw-the  above  matter,  my  manner  toward 
them  shall-be  no  different  from  what-it-has-been  before, 
ii.  It-is  well  to  hold  in  remembrance  now  and  ever  after- 
this  all  that-the  Scriptures  tell  us  about-the  importance 
of  speaking-the  truth  under  all  conditions.  12.  I-hope- 
to-have  an  opportunity,  zw-the  near-future,  of  advancing 
my  opinions  before-the  members  of-your  organization. 
13.  The  United  States  has  begun  to  govern  its  new  pos- 
sessions in-a.  manner  different  from  that-which-has-been 
followed  by  other  nations.  14.  I-have-been  very  careful 
from-the  first  to  give  £«/?>r-satisfaction  to-the  owner  of-the 
building,  and  shall  ever  do-so.  15.  Throughout  all-the 
dangers,  external  and  internal,  to-which  the  nation  has- 
been  subjected,  the  people,  as-a  whole,  have  expressed 
themselves  as  being  in  entire  accord  with-the  policy  of-the 
government. 


Punctuation  and  Figures.  107 


PUNCTUATION  MARKS,  AND  FIGURES. 

209.  Because  of  the  rapidity  with  which  stenographic 
work  must  be  done,  it  is  not  possible  nor,  indeed,  is  it 
necessary  to  insert  all  marks  of  punctuation.  Only  the 
most  important  ones,  such  as  the  period,  parenthesis, 
paragraph,  etc.,  are  given  expression.  For  these  princi- 
pal marks,  special  signs  are  provided,  as  shown  below. 
Other  punctuation  marks,  when  used,  are  expressed  in 
the  ordinary  way. 


/  or  x 
'period  I/  paragraph    interrogation       exclamation 


dash  hyphen 

parenthesis 

210.  The  figures  /  and  6,  occurring  singly,  should  always 
be  expressed  in  shorthand  form;  otherwise  confusion  will 
arise  with  the  signs  for  it  or  which,  and  this  or  these. 

211.  The  figures  2,  j,  4,  5,  9,  and  10,  occurring  singly, 
can  be  more  rapidly  written  by  employing  the  shorthand 
sign,  but  may  be  expressed  in  the  usual  manner,  at  the 
pleasure  of  the  writer. 


PART  II. 

Under  the  designations  given  below,  is  set  forth,  in  the 
following  pages,  that  large  variety  of  words  and  phrases 
whose  shorthand  forms  lie  outside  the  limits  of  the  gen- 
eral principles  presented  in  the  foregoing  chapters.  Each 
Practice  Exercise  is  specially  designed  to  illustrate  the 
signs  on  the  opposite  page. 

Compound  Words. 

Derivatives,  and  Outlines  Based  upon  the  Word-Signs. 

Irregular  Forms. 

Positive  and  Negative  Words. 

Distinction  by  Difference  in  Outline. 

Distinction  by  Difference  in  Position. 

Contracted  Phrases. 

Omission  of  "Con  "  or  "Com." 

Omission  of  "  N  "  Hook  before  "  I/  "  or  "  Ray." 

Omission  of  "  N  "  Hook  before  "  M." 

Omission  of  "  T  "  following  "  S." 

"  F  "  Representing  "  For  "  or  "  Form." 

Omission  of  "K-T"  before  "V,"  and  "K"  or  "N" 
before  "  Shun." 

"  D  "  Representing  "  Hood." 

Words  Ending  in  "  Cient-cy-ly. " 

Miscellaneous  Contractions. 

Intersections. 

Omission  of  Words  "of  the  "  and  "  from-to." 

Figures. 

Iss  Circle  in  Phrasing  to  Represent  "  Us." 

Countries,  States,  and  Cities,  whose  Outlines  are  Con- 
tracted or  Irregular. 

(109) 


no 


Pitman  Phonography. 


COMPOUND  WORDS. 


almost                   ^_,^ 
although                ""^       s     * 
altogether          ,  /  
anyone 
anything              "  —  <  /^_^^7^^ 
anywhere. 

thanksgiving 
'N         <\         thereafter 
/—  -      /          /         thereby 

'                        ^       therefore 
'X        °\                     therein 
/         l__s     -\-    to-day 

1       to-morrow 
unaware 
v  —  s^l      s  *^  —   undergo 

"<^_X/^ 

underhand 
understand 
^^y  ..sj  _^>_..  understood 

undertake 
L<^xi        whatsoever 
>^    whenever 
•whensoever 
^  n                            whereas 
\_  <S\  '-^\     whereat 
wrhereby 
wherefore 
cX\  c/V_  c/^"'  wherein 
whereof 
wheresoever 
,/^cXV  c/V.  wherever 

i                   who-msoever 
M         f       withdraw 
^/._        1   ..„.._    withhold-held 

LINES   BASED  UPON  THE 
SIGNS,, 

everlasting 
\r*~^                   glorify 
jt  —  i  -S  —  ^.-   glorious 

inquire-y 
beforehand                   ~         ~ 
everything                     \/        j.x 
everywhere         \£s          —  ' 
forever 
hereafter              ,               ^      "\ 
hereby                  V_           ^-         \ 

^\  -             -  \ 

herein                   _    ^-         -^ 
hereinafter           A         \        \  ^ 
hereinbefore      -^-  jr^S:  

heretofore 
herewith              ^\            j 
howsoever               S                   ^ 

into 
moreover 
nothing                          <r~v<-v~—  •  ^»-^ 

nowhere                                _ 
otherwise                        *       ^  
overcome              %  —  */      j.  

somehow                                3 
something 
somewhere            (5~~\A  e    %—  /6   \/ 

DERIVATIVES,  AND  OUT 

WORD- 
advertised 
advertisement 
advertiser                1-14 

advertising                                       \ 
afternoon 
afterward             ...I..    

disadvantage 
displeasure                        I 
dissatisfaction         p        a\         P 

dissimilar 
downward 
enlarge                    O~N      1.  __^_ 

governor, 
s~             xtX      imaginary 
__j   ..  /  onward 

/                  outward 
.        ..               phonographer 
I       \_5     Vj  phonographic 

practiced 
satisfactorily 
.JV  ...L^_..f  /..,  satisfactory 

Compounds  and  Derivatives,  1 1 1 

PRACTICE  EXERCISE  1. 

i.  It-should-be  understood  that  everything  new  here- 
with presented  is  based  upon  something  learned  before- 
hand. 2.  Therefore,  whatsoever  you  write  to-day  and 
to-morrow,  you-should  understand,  you  have  met  some- 
where heretofore,  although  in  simpler  form.  3.  Altogether, 
there-is  cause  for  everlasting  thanksgiving  that  not  any- 
thing herein  is  really  new.  4.  I-was  unaware  that-the 
advertisement,  whereof  you  spoke,  was-not  satisfactory 
and  was  zvithheld  by- the  advertiser.  5.  He  showed  much 
displeasure  and  dissatisfaction,  where/or  he-was  dis- 
charged. 6.  Can  yon  find  anyone  anywhere  to  undertake- 
the  work  hereafter?  7.  Withdraw  your  advertising 
whenever  you  have  advertised  enough.  8.  I-shall-be 
forever  at-a  disadvantage  unless  I-fcan  hereby  overcome 
his  opposition.  9.  Wheresoever,  whensoever,  and-with 
whomsoever  you  speak,  say  nothing  that  hereafter  might 
place  you  at-a  disadvantage.  10.  The  phonographer 
practiced  his  phonographic  exercise  this  afternoon,  and- 
will  undergo  a  test  before-the  governor.  n.  Inquire 
zvherein  the  two  houses  are  dissimilar,  except  in  outward 
appearance.  12.  Do  nothing  in-an  underhand  way,  for 
thereby  your  course  may-be  dowmvard  rather-thau  on- 
ward. 13.  Somehow  he  fails  wherever  he  goes,  whereas 
she  nowhere  has  difficulty.  14.  Moreover,  the  place 
whereat  he  works  has-been  enlarged;  therefore,  he-must- 
do  more  therein  than  heretofore.  15.  Glorify  the  Lord 
now  and  forever  afterward,  anywhere  and  everywhere 
that-you-may-be;  Y?M<?rz£//.s<?,  there- is-no  way  whereby  you- 
can  achieve  glorious  success.  16.  Many  imaginary  diffi- 
culties will  hereinafter  appear,  as  was  true  hereinbefore, 
but  all  must  be  satisfactorily  overcome. 


112 


Pitman  Phonography. 


DERIVATIVES,  ETC.— CONCLUDED. 


stenographer          <.^         
stenographic                   ^  ^-^ 

IRREGULA1 

agent 
also                            /     x-\    x—  ^ 
always                     O    '     /  '       ° 

anxiety                                       C 
balance                   ^*~f       c 

\            uncommon 
L_                 \.        upward 

^    FORMS. 

•'    '   *N              /v        r°rg:?t 
r^        ^(  *\      forgive-n 

\-                   )      hitherto 

majority 
s~  vi  ^    ^    °\       minority 
/  \      prejudice 

between                  * 
calculate                 v_x            De- 

j     profit 
\i       *_          '      regulate 
^            *\/^    return 

commission                ^.^ 
connection             \J        <r^ 
forego                  .  ,  .,  ,       1     "i    i  — 

/^  s            unreasonable-y 
<;  —  ^~\       xv  —     writing 
\  written 

POSITIVE  AND  N 

illegal                     ^ 
illegible                 f         *~        x— 
illegitimate                  y          y 

EGATIVE  WORDS. 

,.     ~    legible 
x*7  X7^  i      V        legitimate 

(  J  1         liberal 

illiberal                 S~\.S" 
illiterate               A^  -^  A 
immaterial       .      V          '  —  •^  

-^                         literate 
^^            x--x^^      material 
/.._  ^       J  moderate 

moral 
,—  ^                   movable 
^~^X-..^_—  ^«-...     natural 
\    '  .       necessary 
/        relevant 
v_PxC//v°  ._._       religious 

repressible 
p        x-       resistible 
X\  x^3    X""^        resolute 

\     \                 responsible 
o                            .unnatural 
'    Vv^^^-^—^^-P^^  unnecessary 

immoderate          """    ~^^/ 
immoral                           ^  —  ^  —  >  ,x 

immovable                                 -v    . 
irrelevant            ^-^  —  vi~\/^VJ    / 
irreligious        -^s;         —  -- 

irrepressible                      * 
irresistible           —  ^       "^N       ~N,_ 
irresolute               X.       <^         o 

irresponsible         ~s       \  (^ 
legal                           <k 

\ 

Irregular  and  Contrasted  Words.          113 


PRACTICE  EXERCISE  2. 

i.  The  stenographer  is  liberal  and  religious,  but-the 
agent  is  quite  illiberal  and  irreligious.  2.  The  majority 
showed  much  anxiety  lest  the  minority  might  be  unrea- 
sonable before-the  commission.  3.  It-is-not  uncommon 
to-find  that  while  stenographic  notes  are  legible  to  him 
who-has  written  them,  they-are  illegible  to  others.  4. 
I  believe  his  business  returns  to  him  illegitimate  profits, 
and-it-is  unnecessary  to  say  that-he-is  irresponsible  and 
immoral.  5.  In-this-oww^rfzow,  it-is  but  natural  to  say, 
a/s<3,  that  moral  and  responsible  men  always  prefer  to 
engage  in-a  legitimate  business.  6.  Hitherto  I-have  for- 
given the  illiterate  agent,  yet  I-do-not  forget  his  preju- 
dice which  seemed  unnatural.  7.  He  regulates  his 
expenses  so-that  a  -moderate  balance  remains  each  week 
for-the  purchase  of  writing  materials.  8.  I  calculate 
that  upward  of-a  million  books  circulate  among-the  peo- 
ple between  April  and  August.  9.  The  literate  man  must 
forego  considerable  illiteracy  among  a  majority  of  those 
who-are  irresistibly  opposed  to  education.  10.  It-is  my 
belief  that  those  measures  are-not  only  irrelevant  and 
immaterial,  but  they-are  also  illegal,  and-it-will-be 
necessary  to-have  legal  advice  in-the-matter.  n.  The 
resolute  stenographer  made  some  relevant  remarks  con- 
cerning some  irrepressible  evils  which  hitherto  have-not 
been  regulated.  12.  Certain  articles  hitherto  movable 
were  found  to  be  immovable  by-the  unreasonable  boy. 
13.  His  actions,  though  immoderate  and  irresolute,  are 
both  resistible  and  repressible,  and-it-is  unnecessary  to 
cause  any  anxiety  about-it. 
8 


Pitman  Phonography. 


DISTINCTION   BY   DIFFERENCE  IN  OUTLINE. 


abandoned 

abundant 

appropriate 

appropriation 

available 

comparison 

copy 

debtor 

deviation 

devotion 

editor 

firm 

form 
God 

guide 

innovation 

invasion 

occupy 

operation 

oppression 

passionate 


patient 
patron 
pattern  . 

[pose 

perhaps-pro- 
persecute 
person 

poor 

portion 

preparation 


propriety 

V_  prosecute 

...°7_...\^X...  pure 

purpose 

regard 

regret 


spirit 

support 

valuable 


DISTINCTION   BY  DIFFERENCE  IN  POSITION. 

effect 
exalt 
except 


accept 
adapt 
administration  — „ 

adopt 

advise-ce 

affect 

appeal 

apprehend 

approbation 

approve 
attempt 
compel 

compile 

comprehend 

defeat 


demonstration 

devise-ce 

devote 


"T 


extract 

extricate 

exult 

indebted 

indicted 

permanent 

permit 

pre-eminent 

\  probation- 
prohibition 
V    prominent 
promote 
prompt 

proof-prove 
tempt 
_  undoubted 


Distinguished  Words.  115 

PRACTICE  EXERCISE  3. 

i.  It-is  my  purpose  to-have-this  valuable  building  aban- 
doned when-the-other  is  available.  2.  The  debtor  and-the 
editor  show  much  devotion  to-the  policy  of-the  adminis- 
tration. 3.  I  regret  to  say  that-he-will  ruin  his  chances 
for  success  if-you  do-not  compel  him  to  renew  his  studies. 
4.  Permit  him  to  occupy  that  chair  while  he  copies  a  por- 
tion of-the  appropriation  bill:  5.  I-have  undoubted  proof 
that  a  prominent  patron  of-your  firm  is  indebted  to-me. 
6.  When-he-is  apprehended,  I-shall-be  prompt  to  prosecute 
him  and-have  him  indicted  in  due  form.\  7.  The  guide 
is-a  passionate  person  in  comparison  witlvThe  patient  man 
who,  though  />oor  in  riches,  is  />«r<?  in  spirit.  8.  Appro- 
priate steps  have-been  taken  to  procure  abundant  sup- 
plies, in  preparation  for-the  invasion.  9.  I-do-not  approve 
of-the  demonstration  and  cannot  support  it;  on-the-other- 
hand,  I-shall  devote  myself  to-the  defeat  of-the  plan.  10. 
If-you  adopt  the  pattern  1  propose,  perhaps  you-can  adapt 
it  to-your  purpose,  n.  I-cannot  comprehend  \vhy-the 
editor  attempts  to  promote-the  prohibition  movement 
without  my  approbation.  12.  As-an  effect  of -that  opera- 
tion, he-is  persecuted  and  must  suffer  oppression.  13.  I 
advise  you  not  to  exult  too  much,  and  I  appeal  to-you  to 
devise  some  permanent  plan  to  exalt  them  to  a  />r^- 
eminent  position.  14.  You-should  accept  the  Word  of 
6W  wholly;  let  no-one  tempt  you  to  except  anything. 
15  I  regard  his  method  of  extracting  teeth  as-an  inno- 
vation, and  as-a  deviation  from-the  old  process.  16. 
While  on  probation,  you  can,  with  perfect  propriety, 
compile  a  separate  list  of  our  patrons.  17.  When-I 
extricate  myself  from-the  difficulty,  I-hope  to  prove  that 
prohibition  will  affect  every  person  favorably. 


u6 


Pitman  Phonography, 


CONTRACTED  PHRASES. 


absolutely 
necessary                      _ 
again  and  again      ..\~.-_/     3l^> 

as  far  as  possible        n 
as  much  as  possible     v^       /*  .... 

^^      """I            inasmuch  as 

0     *^A          in  receipt  of 
^•o      in  reference  to 

„_£"    <s—  /          in  regard  to 
(j           in  relation  to 

as  soon  as 
as  soon  as  possible     Q_J>     SLJl 

as  well  as                                   -. 
as  well  as  possible     Q         (,    \ 

at  all  events 
at  any  rate               P__  1  

at  least 
at  some  time                  P          I—r- 

^j   ^o            in  reply  to 
™"\        \         in  respect  to 

^-X        ~~~f        in  response  to 
d  in  the  world 

/           instead  of     [peace 
</            justice-of-the- 

-^s>        last  week 
/^°        (            less  than 

at  the  rate  of 
at  the  same  time           1    /i  J 

bear  in  mind               .    /T^        /-n 
bill  of  lading               \/      \S  1 

bill  of  sale                           ^—  i 
condition  of  affairs     \f™ 

VA 

[U.  S.                             ^N 

Constitution  of  the      0          i 
day  or  two                     \J^  \S/*k 

esteemed  favor             ^°N   ^_ 
ever  and  ever                       1      \ 

^o      more  and  more 
g~<~*\  £-v         more  or  less 

most  important 
^~\         my  dear  sir 

next  week 
P       c_^\  .    one  of  the  best 

one  of  the  most 
^_/-<5)    c  ^      one  or  two 

<^^        \           over  and  over 
^V       t.          point  of  view 

"V^ 

f.  o.  b.                                  . 
for  some  time              V     Vjy^,-^ 

for  the  most  part              * 
gentlemen  of  the      V^—         / 

jury             ^^ 

great  extent 
hand  in  hand                 ej    ...--,.--, 

.,          somehow  or  other 
^^./£^^  sometime  ago 

D        sometime  since 
(j-^-fc^p  C        state  of  affairs 

Con  traded  Ph  rases .  117 

PRACTICE  EXERCISE  4. 

My-dear-Sir:  In-reply-to-your  esteemed-favor  of  last- 
week,  received  a  day-or-two  ago,  I-am  prepared  to  say 
that-the  bill-of-sale,  as-well-as  the  bill-of -lading,  will-be- 
sent  to,-you  next-week,  or  as-soon-as-possible  after  that. 
Bear-in-mind,  at-the-sametime,  that  at-the-rate-of  freight 
charged  on-these  goods,  f.-o.-b.,  our  mill,  it-will-be  abso- 
lutely-necessary to  suspend  shipments  for  one-or-two 
weeks,  inasmuch-as,  for-sometime  past,  we-have  lost 
more  or-less  on-each  consignment. 

I-am  also  in-receipt-of-yonr  letter  in-relation-to-the 
condition -of -affairs  as  they  existed  somelime-since  at-your 
factory.  In-reference-to  this-matter,  as  I-have  said  over- 
and-over,  it-is  most-important  that-you-should,  somehow- 
or-other,  improve-the  present  state-of -affairs  without 
allowing-the  case  to-go  \)efore-a.justice-of-the-peace,  at-all- 
events,  before-the  gentlemen-of-the-jury. 

In-response-to  your  request  in-regard-to  a  discount  on- 
the  goods  sent- you  sometime-ago,  as  I-have  stated  again- 
and-again,  I-cannot  accept  less-than  the  price  charged. 
The  carpet  sent,  instead-of  being  inferior,  is  one-of-the- 
best  patterns  in-the-world,  as-well-as  one-of-the-most 
costly.  This-is  true,  at-least  in-respect-to  pattern  No.  10. 
From  my  point-of-view,  at-any-rate,  I-am  more-and-more 
convinced  that,  at-sometime  in-the  near-future,  the 
demand  for-these  goods  will,  to-a  great-extent,  fall  off, 
and  hand-in-hand  with-that  will  come  a  fall  in  prices. 
In-order-that  you-may  profit  as-much-as-possible  by-this 
purchase,  as-soon-as  the  shipment  reaches  you,  dispose 
of-the  goods,  as-far-as-possible,  at-the  full  price,  and-do 
as-well-as-possible  with-the  balance.  For-the-most-part> 
this  will,  no-doubt,  be  satisfactory. 


n8 


Pitman  Phonography. 


CONTRACTED  PHRASES.— CONCLUDED. 


this  morning 
this  week 


three  or  four 

two  or  three 

under    the  circum- 
stances 

under  these  circum-     ^n 

stances  -^j- V 


with  reference  to 
with  regard  to 


with  respect  to 
yesterday  morning 

your  favor 
yours  truly 


OMISSION  OF  "CON"  OR  ''COM.' 


accomplish 
communication 


community 
comparative 

comparatively 
confidence 


confidential-ly 
contingency 


|  contingent 

J  k ^    continue 


contrary 
convenience 


~^~P    discontinue 
inconsistent 


inconvenience 
reconsider 


OMISSION  OF  "  N  "  HOOK  BEFORE  "  L  "  OR  "  RAY.' 


documentary 
elementary 

fundamental 
instrumental 


momentary 
monumental 

ornamental 
rudimentary 


OMISSION  OF  "  N  "  HOOK  BEFORE  "  M." 


abandonment 
appointment 


assignment 
atonement 


U 


attainment 
contentment 


~-^\  ^~ — "I        enlightenment 
U>        r=    entertainment 


Contracted  Words.  119 

PRACTICE  EXERCISE  5. 

My-d ear-Friend:  With-reference-toyour-favor  received 
this-morning ;  I-have  every  confidence  in  saying  that, 
under-the-circumstances,  I-will  keep  my  appointment 
with-you  this-week,  sometime  within  the  next  two-or- 
three  days,  unless  some  contingency  prevents.  I  trust 
this  meeting  will-be  instrumental  in  accomplishing  what 
you  outline  in-your  confidential  communication. 

With-regard  fo-the  entertainment  referred  to  yesterday- 
morning,  I-will  unite  with-you  and  three-or-four  others 
to  hold  it  for-the  enlightenment  of-the  community. 
Under-these-circumstances,  there-must  be  no  abandon- 
ment of-the  project;  on-the  contrary,  we  must  continue 
our  efforts  for-the  attainment  of-our  purpose.  This  will 
give  more-than  momentary  contentment. 

With-respect-to  your  son's  assignment  as  instructor 
in  elementary  mathematics,  it-is  fundamental  that-he- 
should-have,  first,  a  thorough  rudimentary  training  in- 
this  science,  rather-than  a  training  in  merely  ornamental 
subjects,  which  he-should  discontinue  at-once,  as  they-are 
inconsistent  with-the  early  accomplishment  of-his  object. 
At-your  convenience,  therefore,  you-should  reconstder-the 
matter  contained  in-your  communication. 

You-will  cause  me  comparatively  no  inconvenience 
if-you  fail  to  furnish  the  documentary  evidence  asked 
for  yesterday-morning.  You-will  make  a  monumental 
blunder,  however,  if-you  fail  to  keep-the  appointment 
above  referred-to.  Our  comparative  interests  should 
impel  us  to  unite  for-the  attainment  of-the  several  objects 
which  I-have  herein  discussed  confidentially  with-you. 
Yours  truly. 


120 


Pitman  Phonography. 


OMISSION  OF  "T"  FOLLOWING  "  S.' 


adjustment 

celestial 

domestic 

investigate 

investigation 

mistake 

[as  well 
niostly-may 
must  be 


must  have 
post-mark 
post-office 

postal-card 

postscript 

testament 

testimony 
trustworthy 


"F"  REPRESENTING  "FOR"  OR  "FORM." 


conform 

conformity 

forbear 

forbid 
formal-ly 
former 
forsake-for 

the  sake  of    i 
fortune  ^-o — 

fortunate 


OMISSION  OF  "K-T"  BEFORE  "V,"  AND  "K"  OR 
"  N  "  BEFORE  "  SHUN." 


application 

attraction 

certification 

contraction 
destruction 
destructive 

examination 
explanation 
inclination 

inspection 

introduction 

irrespective 


jurisdiction 


9       /           N.          justification 
<J      0\^-, A prediction 

v  production 


pro 

productive 

qualification 

reduction 

resignation 

resurrection 


Contracted   Words.  121 

PRACTICE  EXERCISE  6. 


i.  His  testimony  was  mostly  trustworthy,  but  I 
as-well  inform-yon  that-it-was-not  in  conformity  to-his 
former  examination.  2.  The  postal-card  forwarded 
from -the  post-office  contained  a  domestic  post-mark.  5. 
It-will-be  fortunate  for-you  if  an  application  must-be- 
made  for  an  adjustment  of-his  fortune.  4.  I-raust-have 
some  explanation  of-your  resignation,  also  some  justifi- 
cation for-the  reduction  in-the  production  of  grain,  over 
which  you  have-had  jurisdiction.  5.  The  investigation 
of-the  performance  will  conform  to  certain  restrictions, 
irrespective  of-your  prediction  to-the-contrary.  6.  Do- 
not  forsake-Onz  reform  movement  for-the-sake-of  those 
who-have  no  inclination  to  aid  the  reformation.  7.  An 
inspection  proved  that  a  destructive  storm  had  caused  the 
destruction  of-the  post-office.  8.  In-the  letter  of  intro- 
duction, make  nomTsToKe  about  my  qualifications,  so-that 
he-can  investigate  before  he  engages  me  to  perform-the 
duties  which  -are  restrictive  in  nature.  9.  In  her  postscript 
she  spoke  of-the  resurrection  and-of  celestial  life,  as  de- 
scribed in-the  Testament,  which  has-a  strong  attraction 
for  her.  10.  It-is-a  vmsfortune  that  all  shorthand  con- 
tractions cannot  conform  to-some  uniform  plan.  n.  If- 
I-cannot  forbid  an  examination  of-the  specifications, 
I-must  forbear  for-the  time  being,  even  though-the  ex- 
amination is  productive  of  unfortunate  results.  12.  I 
herewith  forward-ihe  several  certifications  as  requested, 
with  an  explanation  of-their  lack  of  uniformity.  13. 
You-should-have  informed  me  before  that-it-was  neces- 
sary to-make  formal  application  for  a  position  in-the 
post  office. 


122 


Pitman  Phonography. 


"  D  "  REPRESENTING   "  HOOD." 


boyhood                  /»                                                             manhood 

brotherhood           \    *\           /             v  —  <\                    neighborhood 

childhood             ...  J  Vv       1.      IX   f         ]   £~f         womanhood 

WORDS  ENDING  IN  "  CIENT-CY-I/V." 

deficient-cy-ly       I     ,  .     ^--i        ,  Jo         .      ,p           insufficient 
efficient-cy-ly        \^  \+J  VX  r\J  AX  V^   proficient-cy-ly 
inefficient                                                                              sufficient-cy-ly 

MISCELLANEOUS  CONTRACTIONS. 

acknowledge 
administrator        —  7   I        /I 
administratrix         /    V  —  >/  \^-*~*> 

.                                dignity-fy 
1           /"          distinguish 
p-"7     '  electric-ity 

advancement 

English 

agriculture-al                           ^V/ 
anniversary        ..1.5    c  —      * 

^-^     \        \             especial-ly 
*r      }        1  esquire 

aristocratic 

\                    essential-ly 

astonish-ment      ~N     I       \ 
bankrupt                  d      —  x    X_x\ 

Lestablish-ment 
/         exchange 

\      /            executor 
o       executrix 

bankruptcy 
beneficial              \           \       \ 

benevolent-ce        \  —  ^,    ,S        J 

.  —  ^/     ~     ~       \     expect 

capable 

expenditure 

catholic      •                 S.        7 
certificate                    \     V  ..^ri.. 

.    p  —  P         extempo- 
\       [^^^   I.                   raneous 
A                  3^     extinguish- 

challenge 

ment 

change                      />     / 
character                /     /  c" 

—  ff,  (           v            extravagant-ce 

v        lamilitir-ly 

characteristic             '            ^^^ 

\      February 

collect                                    —  'r^ 

X_      «\       }/      frequent-ly 

commercial-ly     c           c  

Great  Britain 

correct 

history 

cross-examine      c  

hundred 

cross-examina-           c  —  tf~i  c  —  <5~~^ 
tion 

x  J\    ~1          -~/\       identical-ly 
independent 

December                            i 

O>  —  '    ^                      indiscriminate 

defendant              J_^    i    {,  —  v 

^~\     **V.       indispensable 

democratic 
determination 

1        ^  D         influential 

determine              1         1           I 

^_£          \       inspect 

develop-ment       U        k        A 

\                 insubordinate 

Contracted  Words.  123 

PRACTICE  EXERCISE  7. 

i.  This  neighborhood  is  deficient  in-the  development 
of- the  highest  type  of  manhood  and  womanhood.  2.  John 
Smith,  Esq.,  acknowledges  the  efficiency  of-the  adminis- 
trator and  administratrix.  3.  English  history  is  correct 
in  stating  that,  for  more-than  a  hundred  years,  Great 
Britain  has-been  distinguished  as-the  greatest  nation 
commercially.  4.  There-has-been  sufficient  advancement 
in  agricultural  interests  to  warrant  the  establishment  of-a 
Department  of  Agriculture,  which-is-now  indispensable. 
5.  Before-the  cross-examination  of-the  executor,  the 
defendant  at  the  December  term,  the  executrix  was  cross- 
examined  relative  to-the  extravagant  expenditure  of 
certain  funds.  6.  To-my  astonishment,  the  bankrupt  and 
insubordinate  individual  is-an  aristocratic  man.  7. 
It-is  tny  determination  to-make-the  February  anniversary 
democratic  in  character.  8.  I  expect  to  collect  sufficient 
money  from  influential  members  to  extinguish  the  debt 
on-the  Catholic  church.  9.  If-you  inspect-ihe  speeches 
of-the  extemporaneous  speakers,  you-will-find  them  iden- 
tical, especially  in-all  essential  points.  10.  Insufficient 
credit  on-the  Exchange  and  indiscriminate  loans  caused 
his  bankruptcy,  n.  We-are  all  familiar  with-the  fre- 
quent changes  in-the  weather,  so  characteristic  of-this 
region.  12.  In  childhood  and  boyhood  he  showed  much 
independent  thought,  and-in  manhood  he-was  proficient 
in  electricity.  13.  The  administrator  is-a  capable  man, 
of  dignity  and  benevolence,  whose  administration  '^bene- 
ficial to  all.  14.  I-am  determined  that  no  inefficient 
person  shall  challenge  a  certificate  granted  by-this 
brotherhood. 


124 


Pitman  Phonography. 


MISCELLANEOUS  CONTRACTIONS.— CONCLUDED. 


intelligence 

intelligent 

intelligible 

irregular-ly 

January 

jurisprudence 

knowledge 

legislate-ure 

legislation 

legislative 
magazine 
manufactory 

manufacture 

manufacturer 

mechanic-al 

memorandum 
messenger 
mortgage 
neglect        [ber 
never,  Novem- 
nevertheless 

New  York 
northern 
north-western 
notwithstand- 
ing 

observation 
overwhelm 
passenger 
peculiar-ly 
perpendicular 

perspective 

Philadelphia 

philanthropic 

philanthropist 

philanthropy 

plaintiff 

popular-ly 
practicabte 
practicability 

practical-ly 
preliminary 
preservation 


7 


privilege    [ility 

probable-1y- 

proper-ly-ty 

prospect 

prospective 

pubhc-ly-ish 

qualify 
quality 
question 

questionable-y 

recollect 

regular-ly 

Ement 
, 
/*-Js\    s\ ,    represent 

J    representation 

representative 


^-^ 
^ 


republican 

respect 

respectful-ly 

respective-ly 

September 

singular-ly 

southern 

subordinate 

subscribe 

subscription 

substantial-ly 

superscribe 

superscription 

temperance 

transact 

transcribe 

transcription 

transgress 

transfer 

translate 
transport 
universal-ly 

university 

wisdom 

yesterday 


Contracted  Words.  125 

PRACTICE  EXERCISE  8. 

i.  I  question  the  practicability  of-the  temperance  legis- 
lation enacted  by-the  Republican  legislature  of  New 
York.  2.  The  intelligent  manufacturer  was-a  passenger 
on-the  southern  express  from  Philadelphia.  3.  He  never 
forgets  to  pay  his  mortgage  interest  in  January,  Septem- 
ber^ and  November.  4.  They  manufacture  mechanical 
instruments  of  fine  quality  at-the  manufactory  in  northern 
New  York.  5.  The  study  of  jurisprudence  is  peculiarly 
popular  at-the  university.  6.  Yesterday  a  messenger 
brought  a  memorandum  to-the  representative  in-the  leg- 
islative hall.  7.  The  transfer  of-the  property  was  prob- 
ably irregular;  nevertheless,  I-will  subscribe  my  name 
to-the  transaction.  8.  Transcribe  the  article  published 
in-the  magazine,  and  give  me  the  transcription  that 
I-tnay  translate  it  and  place  my  superscription  upon-it. 

9.  The  philanthropist    is    universally  tespected  in-the 
republic  for-his  public  spirited   and  philanthropic  acts. 

10.  From  my  observation,  he-has  shown   wisdom   and 
intelligence  in-his  philanthropy,  notwithstanding  your 
representations  to-the-contrary.      n.   To-my  knowledge, 
he-has   in  prospect  substantial  and  practical  improve- 
ments, about  which  he-has  issued  an  intelligible  prelimi- 
nary perspective.    12.  Do-not  neglect  to  send  a  subscription 
regularly  to-the  respective  charities  which  it-is  my  privi- 
lege to  represent.      13.    I   recollect  that-the  plaintiff's 
methods  were  singularly  questionable,  and-that-he  quali- 
fied his  statements  to-my  subordinate.    14.  I  respectfully 
urge  you   to    relinquish  your  prospective  plans  for-the 
preservation  of-the  north-western  forests,  as  they-are-not 
practicable.    15.  Perpendicular,  superscribe,  transgress, 
and  transport  refuse  to  harmonize  in-a  sentence. 


126 


Pitman  Phonography. 


ADDITIONAL  MISCELLANEOUS  CONTRACTIONS. 


direction 
hard 


health 
heard 


I 

a 


help 
henceforth 

quick-ly 

as  quickly  as 

possible 


we  can 
whether  or  not 


INTERSECTIONS. 
\bank.  I  committee.  \department.  /agent. 


s'railroad. 

national  bank 
finance  committee 
post-office 

department 
our  agent 


-  forth. 


society, 


-^  a 


; 
c^ 


ssociation. 

Pennsylvania 

Railroad 
set  forth 

historical  society 
Christian 

association 


OMISSION  OF  WORDS  "OF  .THE,"  AND  "  FROM-TO." 


day  of  the  week 
many  of  the 
circumstances 


5  hundred 
5  thousand 
5  million 


from  time  to  time 
from  place  to  place 
_    from  20  to  30. 

~ 


5  billion 
5  hundred 

thousand 
5  hundred 

million 


ISS  CIRCLE  IN  PHRASING  TO  REPRESENT  "US." 


for  us 
with  us 


to  us 
by  us 


Contracted  Words  and  Phrases.  127 

PRACTICE  EXERCISE  9. 

Dear-Sir:  Our-agent  says  he-has-not  yet  heard  from-you 
as-to  whether-or-not  the  First- National-Bank  can  loan  us 
Jive-tho2isand-<\olla.rs  on  Monday  of  next-week.  I  under- 
stand from-the  chairman  of-the  Finance-Committee  that- 
the  capital  of-this  bank  is-now  Jive-hundred-thousand 
dollars,  and-that-it-will-be  increased  to  one  million- 
dollars.  We-are,  from-time-to-time,  in  need  of  extra 
funds,  and-if-the  bank  can-be  of  assistance  to-us  in-this 
direction,  on-the  day-of-lhe-week  named,  we-can  promise 
to  help  them  in-the  future.  Yours  truly. 

Gentlemen:  In  behalf  of-the  Erie- Railroad  Branch 
of-the  Young  Men's  Christian- Association,  which-is 
trying  hard  to  raise  five- hundred-dollars  for-its  Educa- 
\\or\al-Department,  we  respectfully  request  a  subscription 
from-you  of  from-$2o-to-$3O.  Were-it  necessary,  we- 
might  set-forth  many-of-lhe-circumstances  which-make 
imperative  the  quick  collection  of-the  above  amount.  We 
trust  you-will  act  with-us  in-this  movement.  Send  your 
subscription  to-us  through-the  Post-Office-Department. 
Yours-respectfully. 

My-dear-Madam:  It-is  hardly  necessary  for-us  to  say 
that  henceforth  we-shall-be  associated  with-the  Historical- 
Society.  The  work  of-this  society  will  require  us  to  travel 
from-place-to-place,  and-we  enter  upon  our  new  duties 
with  considerable  awe. 

We-are  also  members  of-the  Relief-Association  which- 
is  engaged  in  improving-the  health  of  about  one  hundred 
million  people  in  India.  It-will  require  probably  one 
billion  dollars  to  establish  permanently  healthy  conditions 
in  this  vast  country.  Very-truly-yours. 


et 


128 


Pitman  Phonography. 


\ 

COUNTRIES,  STATES,  AND  CITIES,  WHOSE  OUTLINES  ARE 
>  7"  —  ^  CONTRACTED  OR  IRREGULAR. 


Baltimore 
California 


Columbia 
Columbus 


Colorado 
Delaware 

District  of 

Columbia 
England 

Georgia 
Maryland 


Massachusetts 
New  Hampshire 


New  Jersey 
North  Carolina 


North  Dakota 
Pennsylvania 

San  Francisco 
South  Carolina 


West  Virginia 
Wisconsin 


PRACTICE   EXERCISE  10. 

I.  Baltimore,  Md.,  has-a  population  of  about  500,000 
and-is  distant  forty-three  miles  from  Washington,  which- 
is  situated  in-the  District  of  Columbia.  2.  The  Middle 
States  are  New  York,  New  Jersey,  Pennsylvania,  Dela- 
ware, and  Maryland.  New  Hampshire  and  Massachu- 
setts belong  to-the  New  England  States.  3.  San 
Francisco,  Cal.,  is  the  metropolis  of-the  Pacific  coast.  4. 
Columbia  is  the  capital  of  South  Carolina;  Columbus, 
the  capital  of  Ohio.  5.  During-the  Civil  War,  many 
Battles  were  fought  in  Virginia,  West  Virginia,  North 
Carolina,  and  Georgia.  6.  Cuba  and  Puerto  Rico  are  the 
most  productive  islands  of-the  West  Indies.  7.  Colorado 
is  famous  for  gold  and  silver,  North  Dakota  and  South 
Dakota  for  grain,  and  Wisconsin  for  lumber. 


